TEACHERS’ PERCEPTION AND IMPLEMENTATION OF COMMUNICATIVE LANGUAGE TEACHING (CLT)
APPROACH FOR ISLAMIC SCHOOL STUDENTS’ SPEAKING SKILL
The “Skripsi”
Submitted as a Partial Fulfillment as a Requirement for the Degree of S. Pd (S1) in the Department of English Education Faculty of Educational Sciences
By
Durratu Fakhria Nasution NIM: 11180140000071
THE DEPARTMENT OF ENGLISH EDUCATION FACULTY OF EDUCATIONAL SCIENCE SYARIF HIDAYATULLAH STATE ISLAMIC
UNIVERSITY JAKARTA 2022
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LETTER OF AUTHENTICITY STATEMENT
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ADVISORS ENDORSEMENT SHEET
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ABSTRACT
Durratu Fakhria Nasution (11180140000071). Teachers’ Perception And Implementation Of Communicative Language Teaching (CLT) Approach For Islamic Boarding School Students’ Speaking Skill.
The skripsi of the Department of English Education Faculty of Educational Sciences of State Islamic University Syarif Hidayatullah Jakarta, 2022.
Keywords: Perception, implementation, communicative language teaching, speaking skill, English Language Teaching (ELT).
Learning the English language has some skills that need to be mastered; speaking, listening, reading, and writing. Having good speaking skills for students will give them more chances to get the best study. The research objective was to discover teachers’ perception about the Communicative Language Teaching (CLT) approach and how their implementation in teaching the English language to students’ speaking skills at Madrasah Sumatera Thawalib Parabek Bukittinggi. The participants of this research were two English Language teachers.
The researcher used personal interviews and classroom observation for the data collection procedure. The data analysis technique was the thematic technique, where the researcher had six analyses of stages. Hopefully, this research can help teachers and students in their teaching and learning activities for the English language, especially for students’ speaking aspect. The findings indicate that two teachers, as participants here, have a good and positive perception of CLT and implement it well in the English classroom, especially in students’ speaking skills. They implement this by providing the students with activities and asking them to speak more. Therefore, it can be concluded that the teachers of Madrasah Sumatera Thawalib Parabek Bukittinggi linked their perception to their implementation of CLT for students’ speaking skills.
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ABSTRACT
Durratu Fakhria Nasution (11180140000071). Persepsi Dan Implementasi Guru Terhadap Pendekatan Clt Untuk Keterampilan Berbicara Siswa Aliyah Pondok Pesantren. Skripsi Jurusan Pendidikan Bahasa Inggris Fakultas Ilmu Pendidikan Universitas Islam Negeri Syarif Hidayatullah Jakarta, 2022.
Kata kunci: Percepsi, implementasi, Commucicative Language Teaching (CLT).
Kemampuan berbicara, pengajaran Bahasa Inggris (ELT)
Belajar Bahasa Inggris memiliki beberapa kemampuan yang harus dikuasai;
berbicara, mendengar, menulis dan membaca. Mempunyai kemampuan berbicara Bahasa Inggris akan membuat para siswa memiliki banyak kesempatan untuk studi mereka. Tujuan dari penelitian ini adalah untuk mengetahui persepsi guru tentang pendekatan Communicative Language Teaching (CLT) dan bagaimana penerapannya dalam pengajaran bahasa Inggris terhadap keterampilan berbicara siswa di Madrasah Sumatera Thawalib Parabek Bukittinggi. Partisipan penelitian ini adalah dua orang guru Bahasa Inggris. Peneliti menggunakan wawancara pribadi dan observasi kelas untuk prosedur pengumpulan data. Teknik analisis data yang digunakan adalah teknik tematik, dimana peneliti memiliki enam tahapan analisis.
Peneliti berharap melalui penelitian ini para guru dan siswa merasakan manfaat dimana penggunaan CLT diterapkan di kelas Bahasa Inggris terutama untuk kemampuan berbicara siswa. Temuan menunjukkan bahwa dua guru sebagai peserta di sini memiliki persepsi yang baik dan positif tentang CLT, dan mereka menerapkannya dengan baik di kelas bahasa Inggris terutama keterampilan berbicara siswa, mereka menerapkannya dengan memberikan kegiatan siswa yang akan meminta mereka untuk berbicara lebih banyak. Oleh karena itu, dapat disimpulkan bahwa guru Madrasah Sumatera Thawalib Parabek Bukittinggi mengaitkan persepsi mereka dengan implementasinya tentang CLT untuk keterampilan berbicara siswa.
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ACKNOWLEDGEMENT
مــــــــــــــــــْس الل نَمْح َّرلا مْي ح َّرلا
In The Name of Allah, The Beneficent and The Merciful
First and foremost, praise be to our God Allah SWT, the Lord of the world, for his Favor and Goodwill shown to the researcher during her study and skripsi completion. Secondly, Shalawat and Salam, upon our great prophet Muhammad SAW, having shown us the role of life to make our life better, chanced the darkness into lightness, and gave His Ummah chances to learn all good things in this world.
The researcher would like to convey her deepest thanks, honor, and gratitude to her beloved parents, Mr. Muhammad Hasbi, S.Ag., M.M and Mrs. Rahmi, S.Ag., M.A., for their love and support for the researcher since she was born until now.
The researcher also would like to express her deepest gratitude to her advisors, Dr.
H. Atiq Susilo, M.A. as an advisor I, and Waliyadin, M.A., TESOL., as advisor II always willing to help, guide, assist, correct, and offer adjustments to this skripsi.
Then, the researcher also wants to say thank you to the examiners, Dr. Alek M.Pd as an examiner I and Zaharil An’asy, S.Ag., M.Hum as examiner II who was always willing to guide, help, and give motivation for the researcher and this skripsi. This skripsi has been submitted and presented to the English Education Department of the Faculty of Educational Sciences Syarif Hidayatullah State Islamic University Jakarta as a part of the perquisites for the degree strata 1 (S1). The researcher would then want to thank the following persons for their contributions, times, and advises on this skripsi:
1. Rector of State Islamic University Syarif Hidayatullah Jakarta, Prof. Dr. Hj.
Amany Burhanuddin Umar Lubis, Lc., M.A.,
2. Dean of Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta, Dr. Sururin, M.Ag.
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3. Dean of the English Education Department, Faculty of Educational Sciences, State Islamic University Syarif Hidayatullah Jakarta, Didin Nuruddin H, M.A., Ph.D.
4. Academic advisor lecture, Nida Husna HR. M.Pd. for giving advice, support, guidance, and suggestion.
5. All lecturers of English Education Department of UIN Syarif Hidayatullah Jakarta who had transferred their knowledge and experience, also giving advice and support.
6. All of her unforgettable friends at the Islamic State University of Syarif Hidayatullah Jakarta, particularly students in the B class of 2018, for their friendship and support.
7. Her beloved younger sister, Najhani Qisthia Nasution, for giving love and support.
8. Her beloved younger brothers, Muhammad Ibrahim Nasution and Rais Althaf Nasution, for their love and support.
9. Her beloved grandfathers and grandmothers who always believe in her, and pray for her.
10. Her beloved and very supportive best friends; AVATAR, Shun, Mium, Iqbal, FS, and Egi.
11. All of the big family who cannot be mentioned directly in this skripsi one by one, for support and love.
12. Last but not least. I wanna thank me. I wanna thank me for believing in me, I wanna thank me for doing all this hard work, I wanna thank me for having no days off, I wanna thank me for never quitting, I wanna thank me for always being a giver and tryna give more than I receive, I wanna thank me for tryna do more right than wrong, I wanna thank me for being me at all times.
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Finally, the researcher willing in receiving comments and recommendations for improving this thesis because she realizes that this thesis was not perfectly written.
She also hopes that this thesis would be useful to her and anyone who is interested in it. All in all, the researcher hopes this skripsi will give value information for the people who read it.
Jakarta, November 2022
Durratu Fakhria Nasution
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LIST OF APPENDICES
Appendix 1 : SURAT BIMBINGAN SKRIPSI ... 63 Appendix 2 : REFERENCES EXAMINATION PAPER ... 64 Appendix 3 : INTERVIEW TRANSCRIPTION... 83 Appendix 4 : CLASSROOM OBSERVATION NARATION AND NOTES ... 92
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TABLE OF CONTENTS
PAGE OF TITLE ... i
LETTER OF AUTHENTICITY STATEMENT ... ii
ADVISORS ENDORSEMENT SHEET ... iii
ABSTRACT ... iv
ACKNOWLEDGEMENT ... vi
LIST OF APPENDICES ... ix
TABLE OF CONTENTS ...x
CHAPTER I : INTRODUCTION ...1
A. Background of The Research ...1
B. Identification of the Problem...5
C. Limitation of The Problem ...5
D. Formulation of The Problem ...5
E. The objective of The research ...5
F. Research Significance ...5
G. Skripsi Outline...6
CHAPTER II : LITERATURE REVIEW ...7
A. Speaking Skill ...7
1. Definition of Speaking ...7
2. The Needs and Importance of Speaking Skill for The English Language ...9
3. Speaking’s Skill Elements ... 10
4. Factors that Cause Speaking Difficulties to EFL Learners ... 12
B. Communicative Language Teaching (CLT)... 13
1. Definition of CLT ... 13
2. Purpose of CLT ... 15
3. The Principles of CLT ... 16
4. Characteristic of CLT ... 16
5. Features of CLT... 17
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6. Teachers’ Role in CLT ... 17
7. Procedures of CLT... 18
8. CLT Advantages and Disadvantages ... 18
C. Perception ... 19
1. Definition of Perception ... 19
2. The Process of Perception ... 20
3. Types of Perceptions... 22
4. Factors Influencing Perception ... 23
D. Teachers ... 24
1. Definition of Teacher ... 24
2. The Function of Teacher ... 24
3. Teachers’ Perception ... 24
E. Islamic Boarding School ... 25
1. Definition of Islamic Boarding School ... 25
2. The System of Islamic Boarding School ... 25
F. Previous Related Research ... 25
G. Theoretical Framework ... 27
CHAPTER III : RESEARCH METHODOLOGY ... 29
A. Research Methodology ... 29
B. Research Setting ... 29
1. Setting of Place ... 29
2. Setting of Participants ... 30
C. School’s Profile ... 30
D. Research Instrument ... 36
E. Data Collection Procedure ... 36
F. Data Management ... 38
G. Data Analysis ... 39
H. Validity ... 40
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BAB IV : FINDINGS AND DISCUSSION ... 42
A. Findings ... 42
1. RQ 1 Teachers’ Perception of CLT approach ... 42
2. RQ 2 Teachers’ Implementation of CLT approach in Speaking Classroom ... 45
B. Discussion ... 47
BAB V : CONCLUSION, IMPLICATION, AND SUGGESTION... 53
A. Conclusion ... 53
B. Implication………..…53
B. Suggestion ... 55
REFERENCES... 57
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CHAPTER I INTRODUCTION
A. Background of The Research
Language is a tool for communication, language itself can be spoken and written and used to communicate with each other (H.Douglas Brown, 2000). There are so many languages in this world, and the English language has become an international language, and it means the English language has an important role in this world (McKay, 2018). The English language affects almost all aspects of human life, such as their study, their career, and their life in general. People cannot deny that the English language is very needed for their life. The English language has become an international language also known as a lingua franca that means used by all people in this world (Octavianita et al., 2021). When someone can speak English, they will get more value than other people who cannot, with good conversational English people will be able to get more contacts and more networks, and for students, if they can use the English language it will open more the chances.
In Indonesia, the English language is a foreign language (Jabri & Samad, 2021) but it does not rule out the importance of the English language. In Indonesia, the English language has become a compulsory subject, from kindergarten students until university students learn the English language. It shows how important the English language is. The English language has become one of the requirements for their better future.
In teaching activities, some approaches will help teachers to compare with their class activities. An approach is a practical realization from an approach, from approach teachers will know what they will do in their learning activities, both teachers and students will know the roles that they will play in the classroom. In this approach, there are various types of procedures and techniques to arrange good classroom activities, so the goals of the learning will be achieved (Taka, 2019).
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In teaching the English language there are eight approaches (Richards, 1986). There are Grammar-Translation Approach, Direct Approach, Audio-Lingual Approach, Silent Way Approach, Suggestopedia Approach, Community Language Learning Approach, Communicative Language Approach, Total Physical Learning Approach, And Task-Based Learning Approach. These approaches have their characteristics and strategies to achieve the goals of learning a language and it makes a clear statement that there is no best approach in teaching. Teachers can freely choose what approach that they want to use for their teaching activities, teachers will choose the approach by considering the students’ needs, characteristics, bits of intelligence, and teachers’ ability, and also what kind of lesson will be taught.
Furthermore, in teaching a language there are some skills, and the success of communication is differentiated into two aspects, they are receptive and productive.
Receptive aspects are the reading and listening skills. Meanwhile, the productive aspects are writing and speaking skills. For the sake of communication or the main goal of communication is to be able to speak. In Indonesia, the students are expected to be able in pronunciation, accuracy, and fluency in speaking the English language.
This statement shows how important speaking skill is, and from all teaching approaches Communicative Language Teaching (CLT) can be a good approach to reach the goals of teaching English especially for students’ speaking skill.
CLT can be a compatible approach in teaching speaking because CLT has a principle in teaching (Kurniati & Ervina, 2019). First, the activities have real communication which is focused on language learning. Second, supply activities for the students to try what they already know. Third, be tolerant of grammar errors.
Fourth, supply activities for students to improve their accuracy and fluency in speaking.
This research will be the focus on Communicative Language Teaching approach (CLT) because this approach is suitable for the context that we want to study, it is about teachers’ perceptions and implementations of the CLT approach at Aliyah
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level in Madrasah Sumatera Thawalib Parabek Bukittinggi. CLT approachs are known in general to describe learning goals which is to improve students’ speaking skills.
The English language in Indonesia is categorized as a foreign language, but still, the need and demand to learn this language are very high. Islamic Boarding School usually has two kinds of language that they are concerned about, Arabic and English language, and they have their system, rules, vision, and mission to achieve the goals of mastering the languages (Ratnadewi et al., 2020). However, there are still differences in the English language in Islamic Boarding School, it is not the first language that they need to learn, it has a little portion of time to study, it has different ways, strategies, and approaches in teaching the English language. The fact that mostly the Islamic Boarding Schools focus more on the Arabic language, they provide English language lessons, but the time and the implementation of the language are not as much as the Arabic language (Habibi et al., 2018; Latif, 2019).
It is because Islamic Boarding Schools have so many lessons that need the Arabic language, it is known as Kitab Kuning lessons, and many subjects use Kitab Kuning. Learning Kitab Kuning means students should be able to read and explain the Kitab Kuning that they learned in Arabic. It means, English is the only subject where students can learn the English language, and it is not the same as Arabic, most students think that English is difficult to learn, but in fact, it is about habit, teaching approach, teaching, and learning strategies(Wael et al., 2018) and their concern if they want to believe that English is not difficult. Of course, it is the teachers' responsibility to change their mindset about English, with the right approach they will be more able to speak the English language.
In consequence, the use of the English language is not as much as the Arabic language. However the need for the English language is still the same, students need to be able for both languages, both languages are the same, and needed for the students (Nurjaman, 2016). Speaking is the number one skill as a benchmark for someone who is learning a language. However, teachers have a big responsibility to achieve the goals in learning. Teachers’ perception, comprehension, and
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implementation from a teaching approach are very influential. With those things and added with unique learning strategies and interesting learning media the goals from learning the language will be achieved by the students. So, a good teaching approach is very useful to make the students able in the English language, it is Communicative Language Teaching (CLT) and it needs teachers’ perception and understanding so that this approach can be used and the goals can be achieved.
The definition of a teacher is a person who teaches someone called a student or learner. There are so many kinds of subjects that teachers can teach, but teachers usually teach subjects that are related to their academic background (Yuliandasari
& Kusriandi, 2018). A teacher is someone who teaches in school, university, or informal school like private or course. Teachers teach the learner or student. Before the teacher teach, they need to know the material, they teach subjects that are related to their academic background. Teachers should know their students’ needs, teachers should prepare the material, strategies in learning, media that will be used in learning activities, and other things to support their teaching activities in the classroom(Hedge, 2003)
Teachers’ Perception about CLT for the English classroom activities is shown from a study (Jin & Yoo, 2019) that the teachers were know that CLT is important but the implementation is hard. The classroom activities still based on the textbook and not using the communicative competence as one of the parts in CLT. Then in (Mak, 2011) stated that teachers perception about teaching approach that they will use could choose what kind of strategies and activities they will use in the classroom.
The perception itself depends on the teachers’ knowledge, experiences, and can be influenced by the environment or tradition.
5 B. Identification of the Problem
Based on background research above, the researcher identifies the problem as below:
1. English teachers’ lack of perception or misunderstanding about the teaching approach, especially CLT for English language classroom.
2. English teachers’ implementation of CLT approach for students’ speaking skill.
C. Limitation of The Problem
This research is limited only to analyze teachers’ perception and implementation about one teaching approach, which is Communicative Language Teaching (CLT).
Moreover, this research will be focused on the English language classrooms Aliyah grade 10 and 11.
D. Formulation of The Problem
1. What were the teachers’ perception on CLT?
2. How did teachers implement CLT for the speaking classroom?
E. The objective of The research
This research aimed to know the teachers’ perception and implementation on the CLT approach in Teaching the English Language to Improve Students’ (aliyah) at Madrasah Sumatera Thawalib Parabek Bukittinggi Islamic Boarding School.
F. Research Significance
The significance of this research is to help the teachers who misunderstand or confused with the CLT approach. This research will show what are teachers’
perception, comprehension, implementation, of the CLT approach, and how this approach can works for students’ skills for using the English language. The researcher hopes this research will be useful for teachers' development in teaching, and of course, it will impact the students' development too. The improvement will happen when the teachers’ perception, comprehension, and implementation of the
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CLT approach are the same and they will create good learning strategies for the classroom activities.
G. Skripsi Outline
This research has five chapters, and each chapter has sub bab to explain more about the content of the chapter.
Chapter I is an introduction, in the introduction there are several sub bab:
Background of the research, Identification of the problems, Limitation of the problems, Formulation of the problems, Objective of the research, Significance of the research, and last one is Skripsi Outline.
Chapter II is a Literature review where the researcher writes the works of literature, and the literature review is should be related to the topic. Chapter II provides about Speaking, Communicative Language Teaching, Teachers things, and about Islamic Boarding School.
Chapter III is a research methodology, in this chapter, there are: Research approach and design, Research setting, Research instrument, Data collection technique, Data management, and Data analysis technique.
Chapter IV is for Findings and Discussion where the topic will be discussed, the case and data will be shown after conducting the research.
Chapter V is a Conclusion and Suggestion. In this chapter, the researcher will conclude the case from the data which the researcher gets from the research. Then, there are suggestions part for this research because the researcher knows that there is no perfect research, there will be a more interesting part to discuss for further research.
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CHAPTER II
LITERATURE REVIEW
A. Speaking Skill
1. Definition of Speaking
There are skills in learning English language, reading, listening, writing, and speaking. When students learn to read they will study by reading some books and trying to understand the meaning, when they learn listening they will listen some dialogues or listening some songs. Learning reading and listening skills actually can they do not only by reading some books will enrich they vocabulary that will help them in learning writing and speaking skills. Getting information can be much easier by the students when they can speak, they can ask others and also tell their own ideas.
Therefore, speaking becomes the most important skill to be mastered in learning English language. The fact that speaking can be a strategies in getting and extending information. (Luoma, 2009) said that in teaching curriculum speaking is an important part, speaking has a special assesment to asses the learners skill, so that the students should speak well to express thier ideas, and based on that the learners should practice their speaking skill.
Based on the purpose of learning English language itself showed that speaking is a very important skill. Therefore, for academic things speaking become one of the most important aspects for the assesment. It is true that in Indonesia, in schools teacher asses the students score in English language by written test, however in the curriculum said that one of the purpose in learning English language is being able in speaking. Speaking also can establish students’ competences in learning English language because it shows their ability in vocabulary, pronunciation, and structure.
Natural speaking is producing words to give ideas. There are four skills in learning a language: speaking, listening, reading, and writing, and speaking become the most important skill to master. Speaking is one of the language skills and speaking is one
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of the components that students need to complete. Speaking is a skill that expresses opinions, feels, thoughts, and facts orally. This skill is a productive oral ability that consists of constructing systematic verbal utterances to convey meaning. In learning speaking skills students need to arrange sentences, organize the ideas, and express the language by good pronunciation and comprehensible language (A. Gani et al., 2015).
Chaney&Burk 1988 in (AL-Garni & Almuhammadi, 2019) stated that speaking is a process in building meaning for many contexts by verbal and non-verbal. Then speaking becomes the most important skill in learning a language since the aim of learning a language is to be able to communicate with each other. The communication itself will work when two or more people are speaking and they know the meaning. In order to this statement, speaking is a tool to communicate with each other. Students who basically still learn English language may make mistakes and cause miscommunication. The miscommunication problem can be solved if the students also have rich vocabularies, learn grammar, and pronunciation. Then, from these three subject grammar is the hardest part for the students, they need to learn the formula and know the rules in English language.
(Thornbury, 2002) stated that in learning English language, speaking is the skill that shows how well the students learn and able to use that language. However, to mastered speaking skill, means students need to speak fluently, and use right grammar and pronunciation.
Usually, speaking is the hardest component for the students, because not all students have the confidence to speak in front of many people. Students often have difficulties and anxiety in their speaking. It may be caused by themselves or by external factors (Toro et al., 2018). However, the problems should be solved.
Teachers as a facilitator and instructors should help students to reduce their anxiety and motivate them. While students need to make a big effort to develop their speaking skills.
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In conclusion, speaking is one of skills in learning language. Speaking is a process for giving meaning and speaking related with communication because the aims of speaking is to communicate, where communication can be done by verbal and non- verbal. Then, speaking become an important aspect in learning English language.
The fact that teachers prepare some media or tool to increase, exercise and learn speaking skill and become an aspect in the sylabus.
2. The Needs and Importance of Speaking Skill for The English Language The fact that English language is an international language, means English language has an important role in this world, affecting almost all people’s life. But as we know the English language is not the first or mother language in all countries in this world. Some countries make English language as their first language, some countries make it as a second language, and some countries make it as a foreign language. Indonesia is one of the countries that take English language as the foreign language, but it does not mean English language is not important.
However English language still has a big role for Indonesian. Indonesian realize the role and impact of being able in English language, know that English language affect their life to be the better one. So that the English language becomes a compulsory subject in Indonesian schools (Darmawan et al., 2020; Rijnan & Irwan, 2020), it shows the importance of the English language. In 2013 English language is not compulsory for the kindergarten and elementary students, but still there are many schools put English language as their subject in the curriculum, the also make their own book, as a guidebook while they teach. Here Indonesian realize and want the best for the education then make English language as their compulsory subject.
The importance of learning English language can be proof by, if someone can speak in English he will get more value, it will help his job, his lessons, his plans, and it is like it helps all of his life’s aspect. For example, students, if can speak English well, they have a big chance to get a scholarship than the students who cannot.
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The statement above told how schools in Indonesia make English language as the compulsory subject. The schools make the curriculum, means the teachers also make the lesson planning in teaching English language. One of the components in lesson planning is the teaching strategies, tells the teachers how to teach English language in the class, what is the materials, what media will used, and above them, there are teaching approaches that will lead how the teachers teach English language.
Curriculum in Indonesia has changed in few years, the new one called KURTILAS or 2013 curriculum, and in 2013 curriculum English language is not a compulsory subject for kindergarten and elementary school. Meanwhile, learning foreign language such as English language is better when the students still young, so they can learn deeply then. In fact, some schools in Indonesia still make English language subject in their curriculum because they realize how important learning English language is. The schools who decided to still make English language as their compulsory subject make their own guidebook and give it to the students, so that the teaching and learning English language run well.
3. Speaking’s Skill Elements
In learning the English language and especially for speaking skills, some elements need to be fulfilled by the students (Rahmatillah, 2019):
a. Pronunciation
Alphabet and words are made of sounds, so that the speakers need to know how these sounds, it called pronunciation. When the speakers speak and they understand with the meaning each other it means at least the pronunciation is right, because as we know in English language there are so many words that sound familiar. Here to be able in speaking English language pronunciation is one of the elements that they need to be mastered, if they already do it well they can speak fluently.
11 b. Fluency
Fluency is a thing when someone can do something smoothly. In speaking fluency of course has a big part. The students can get their fluency in speaking English language by practice more and more. Fluency followed by accuracy. Fluency can make both of speaker and listener understood with what they speak about.
(Richards, 1986)said that fluency is characteristic to make speaking looks more normal, natural, with a right intonation, rhythm, the using of interjections, interuptions, stress, and rate of speaking.
c. Grammar
Grammar in English language is a rule, a tool that has a function to make a right sentence. Grammar in Indonesia is like Ejaan Bahasa Indonesia or known as EBI, so the sentences or ideas can be spoken or written well with the right meaning.
d. Rich Vocabulary
Vocabulary is an important thing in learning languages. Vocabulary is the basic elements. The students need to learn, memorize, enrich, and practice their vocabularies by using it or make it to a sentence. The students also need to know the meaning of the vocabularies that they have, so that they can use it properly.
There are so many ways to enrich students’ vocabularies, they can do it by watching film, from song lyrics, or read books with English language then they can mark which word that they do not know yet. Lastly as stated before they can practice it by using the vocabularies in their daily life.
e. Self Confidence
Naturally speaking means producing words to present ideas. The mastery of speaking becomes the most important aspect in learning foreign language compared with the other language skills. It is true that a large number of learners study a language, particularly English with the purpose to develop proficiency, accuracy, and fluency. Thus, it is real that the main goal of learning a language is to be able to speak fluently. Nevertheless, become communicatively competent is particularly
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hard for foreign language learners as it is affected by a number of factors including affective factors (Kondo, 1994).
Among the affective factors which influence the learning of foreign language especially in speaking, self-confidence become a chance for the students and the crucial factors that have a big impact for the student achievement in oral performance. Students need to practice their confidence in speaking and believe in their self that they can speak in English language well.
f. The Purpose of Speaking
Communication or speaking in English language has purposes and these purposes stated by (Safdari & Fathi, 2020)
1. To see students’ ability in English language itself.
2. To make students’ able in knowing the meaning of what they have said.
3. To make students able in expressing their ideas orally.
4. To motivate students in learning English language for using it property.
5. To motivate students in speaking with the native, so that they can learn more about English.
6. To motivate them in learning other skills in English language.
7. To motivate them to improve their education plan.
4. Factors that Cause Speaking Difficulties to EFL Learners
As we have discussed, the difficulty that students face in learning English language affect their anxiety, and here are some common difficulties in speaking to the EFL learners (Hosni, 2014):
a. Inhibition, where students are worried about their mistakes, they feel shy, and fearful of critism.
b. Nothing to say, honestly this part is one of their linguistic problem.
c. Low participation. Only one person who active to talk, while others prefer to keep silent.
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d. Mother-tongue use. Students who share the same mother tongue tned to use it because it is easier and learners will feel less exposed if they are speaking in their mother tongue.
B. Communicative Language Teaching (CLT) 1. Definition of CLT
Teaching and learning process have rules to make it run well and as a guide for both of teachers and students. There are methods, approaches, and strategies. According to Richards and Rodgers model, approach is a theory of language. So, an approach is about language learning or even a philosphy of how people learn in general. They can psychologically focuse on behaviorism or cognitism. They also can be based on older philosophies such as idealism or realism. A approach is a practical implementation of an approach, also known as an application of an approach in the context of language teaching. (Richards, 1986) stated that there are eight approaches in teaching English language, there are Grammar translation approaches, task-based learning, total physical response, community language learning, suggestopedia, silent way teaching approach, audiolingual approach, and communicative language teaching. For an example of an approach of teaching in English Foreign Language (EFL) classroom is Communicative Language Teaching (CLT) approach. Communucative Language Teaching (CLT) is an approach to the teaching of language that emphasizes interaction as both the means and the ultimate goal of learning language.
Implementing procedure necessitates certain practice and behaviors that operate in teaching a language according to particular approach. A technique also a single activity that comes from procedure. Example for technique in Communicative Language Teaching (CLT) is by making a pairs or group then the students ask to read or speak aloud. Because this approach is a communicative approach, however teacher should ask the students to speak aloud without thinking the grammar accuracy.
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Procedures are the step-by-step measures to use or execute a approach. (Jeremy Harmer, 1987) stated procedures as an ordered of techniques. An example for procedure is, Students are divided into A-B pairs. The teacher has copied two sets of pictures. One set (for A students) contains a picture of a group of people. The other set (for B students) contains a similar picture but it contains a number of slight differences from the A-picture. Students will sit back and ask questions to try how to find out how many differences there are between the two pictures.
Communicative Language Teaching (CLT) is a approach known and used from the theory to help describe an approach that aims to apply the theory of communicative competence by combining the interdependence from language and communication(Wei et al., 2018). So, in general, when people talk about CLT, the first classroom activities that can they imagine to improve students’ speaking skills are activities that focus on communication. CLT used to measure students’
language competences, (Savignon, 1987) said that the role of CLT is to improve students’ abilities in the functional language by their participation in communicative events. In addition, (Richards, 1986) also said that CLT is an approach that told the learners about the nature of the language, and it describes how the subject is matter to be taught.
Communicative language teaching is very popular as an approach that focuses on communicative competence where the student's goal is to speak. CLT becomes very popular on English language enthusiasm as their teaching approach, especially for the speaking classroom(Kizi, 2021).
The ever-growing need for good communication skills in English has created a huge demand for English teaching around the world. A lot of people today want to improve their language skills and ensure their children have an ability and can achieve a good command of English.
Communicative Language Teaching (CLT) is an approach to language teaching that gained traction in the 1980s. CLT emphasizes the importance of all four language skills, speaking, listening, writing and reading. CLT aims to achieve the
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“communicative competence” rather than lingusitic competence through considerable learner interaction and communication of “real” meaning. CLT is an approach that tends to promote fluency over accuracy, the functional over the structural, and authentic materials over fabricated materials. CLT also known as a response to the Audio-Lingual Approach (ALM), and as an extension or development of the Notional-Funcyional syllabus.
Communicative Language Teanching (CLT) is an approach of teaching that focus on communicate itself. Communicative competence including some aspects about language, such as, knowing the use and function of language, knowing how to produce and understand different text of types, and knowing how to maintain communication.
2. Purpose of CLT
The aim of the Communicative Language Teaching (CLT) approach is to improve students’ communicative competence. To raise the aim teachers should provide appropriate learning activities, not only suitable with the approach but also suitable with the students' characteristics so that students can enjoy and easier understand the material (Firiady, 2018).
CLT is created to achieve the EFL goal in one of the skills for learning a language, it is speaking skills. The aim of using CLT for students is to make them communicate well, speak, and understand what they say (Rijnan & Irwan, 2020).
CLT is also concerned for students’ ability in speaking, especially for their accuracy and fluency. According to (Richards, 1986) CLT used in English language for:
a. The students know how to use language for a type of different purposes and function.
b. The students know ho to use the language based on the events and audiences.
Means, know how to use formal and informal languages, or written and spoken language.
c. The students know how to deliver and understand the different kinds of texts.
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d. The students know ho to keep communicate and deliver their ideas.
3. The Principles of CLT
The principle term in oxford dictionary means strong belief, somethings that can affect the theme. According to (Diane Larsen-Freeman and Marti Anderson, 2011) the principles of CLT are:
a. CLT approach used in teaching English language means use more communication techniques, can be used by the speakers in their social life, means the speakers speak orally each other for some purpose.
b. Diversity is realized and received as a part of language improvement and use it in the English language for the students, as it is their mother language.
c. Students competence in learning English language is relative and considered by the situation, not in permanent stipulation.
d. Realized that there are more than one type of language as a model for learning and teaching activities.
e. Realizing about culture differences for the students’ communicative competence.
f. There is no single approach or fixed set of techniques is prescribed.
g. Realizing that language is as a serving ideational, interpersonal, and textual function and is related to the improvement of students’ competences.
h. It is important that students be engaged in doing things language, which means they use English language for a types of goals in all phases of learning.
4. Characteristic of CLT
Characteristic definition in oxford dictionary is a essential quality that owned by something and it becomes the uniqueness and strength, then it can influence the user. CLT has a characteristics, according to (Jacobs & Farrell, 2003) the characteristics of CLT, are;
a. Language is a appliance to deliver the meaning of communication.
b. The major purpose of language is to communicate and to interact.
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c. The structure of language is based on the situation.
d. Grammatical is not the major point of language.
5. Features of CLT
There are some features in CLT according to (Naya & Katemba, 2011) a. Meaning is paramount.
b. Using dialogues.
c. The basic premise is contextualization.
d. Teachers supply activities that encourage students in speaking.
e. Teachers can use drilling approachs, but peripherally.
f. Comprehensible pronunciation is sought.
g. Students can use translation when they need it.
h. The main goal is communicative competence i. Grammar error is not too important.
j. Teachers help students by motivating and encouraging them to speak.
k. The goal for students is that they can interact or speak with other people.
6. Teachers’ Role in CLT
CLT asked for an understanding of sociocultural differences in styles of learning.
According to (Diane Larsen-Freeman and Marti Anderson, 2011) in teaching English language using CLT approach are:
a. The role of the teacher is to attain the goals of learning English language, which is students’ ability in speaking skill.
b. Teachers should ensure the students knowledge about the functions, meanings, and linguistic forms of learning English language.
c. Teachers should be able in controling students’ learning activity especially in communicating and how they can get the meaning.
d. Teachers as the facilitator in the classroom to determine events most likely promoting about communication with English language.
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From these teachers’ roles, it is sure that teachers are not the center in the classroom, it is students centered, where the students need to learn by themselves and responsible from what they have been learning about.
7. Procedures of CLT
According to (Jeremy Harmer, 1987) the procedure of using CLT are:
a. The teachers talk about what topic that will they learn to the students in every meeting
b. Teachers give instructions about how to express the students’ ideas
c. Teachers usually use pictures, map, video or film, and others media that can be used to train students’ ability in speaking.
d. Teachers show examples of how to express their idea.
e. The students need to describe and explain about what have they learn in fron of the classroom.
f. Teachers gives tips and tricks to the students in order to improve their speaking ability.
g. Teachers ask the students to conclude about what have they learn in each meeting orally.
8. CLT Advantages and Disadvantages
CLT had big impact on teaching and learning English language activities, it influenced and inspire teachers’ approach in teaching English language. However, it does not mean CLT is a perfect approach, CLT has been appreciated and be censured. According to (Richards, 1986) here are the advantages and disadvantages of CLT:
a. The goal is to improve the four types of communicative competences.
b. It has concerned in English language since it propose the students ability in using the language.
c. It is directly has a concern to promote the communicative activities to the students in learning the language.
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d. Mainly, it gives students the way to use the language in the real situations.
Whereas, (Nunan et al., 2003) stated that the weakness of CLT has become less standard practice in the last ten years, it talks about the importance of giving chances to the students to use their English language for communicative purposes, a way to try using CLT as a approach to learn English language deeply.
Though, talking about the advantages and disadvantages of an approach, especially CLT, the fact that there is no the best approach, it is only about how the teachers use the approach to teach the students, it is all about the situation and the students’
needs.
C. Perception
1. Definition of Perception
Bernhardt in (Oktaviani & Fauzan, 2017) stated that the word “perception” shows to the words “opinion” and “observation” that have definitions, and includes a judgement, mental opinion, and evaluation produced about special issue, as well as a belief stronger than an impact but still less than positive knowledge. Generally, perception as a view, formal expression of opinion, advice, and at the end have an assesment to know the truth.
Perception is the process of describing something such as an action or event, also known as cognition. Cognition is something that is formed from memory in the form of actions, learning that has been done by someone, that's when the cognitive process occurs. (Prinz & Bruce Bridg, 1995) Perception can also be defined as the process of receiving stimuli from someone or something through sensory receptors and then turning them into meaningful entities such as ideas or images (Surayatika, 2019) takes into account sensory information and information and is stored in memory. Perception has the main characteristics in the form of the main visual perception seen in the world, objects in the environment, as well as other qualities and characteristics, these things determine the contours of the subject's conscious experience when we look at the world.
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(Hills, 2019) states that cognition is the interpretation of sensory information and human perception. The way a person reacts to information is also part of perception.
Humans can think of perception as a process of absorbing sensory information from the environment and then using it to interact. Perception provides an opportunity for humans to interpret sensory data and turn it into something useful. Perception can also be interpreted as the result of a person's thought processes and experiences.
In conclusion perception is a process about knowing something. Perception is a result from knowledge, behaviour, action, and information. Thus, perception can show someone’s action based on his perception.
2. The Process of Perception
Perception is how the brain interprets and understands the world around it. This is achieved through stimuli that affect the five senses.
See, hear, feel, smell and taste. It is also important to consider how you integrate these senses. as described by (Goldstein, 2010) there are seven steps in the stimulus or perception formation process. :
a. Environmental Stimully
This process begins with the presence of a stimulus in the environment. Every environment that can be understood is considered as an environmental stimulus.
The current stimulus is the object of our attention in the environment. According to (Fabio et al., 2019), environmental influences are also important in the development of cognitive processes.
b. Light is reflected and bundled
Most students perceive "darkness" as a low level of light rather than no light, and believe that their eyes will always adapt, so they assume that they can see in complete darkness.
When reflected light enters the eye, it is focused by the eye's optical system, which consists of the cornea at the front of the eye and the lens directly behind it. If the
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optics work properly, sharp images are produced at the retinal receptors. Retinal receptors are a network of nerve cells 0.4 mm thick that lines the back of the eye and contains visual receptors
c. receptor process
Sensory receptors are cells adapted to respond to environmental energy, and the receptors in each sensory system are specialized to respond to different types of energy. visual receptors are activated by light, auditory receptors are activated by changes in air pressure, tactile receptors are activated by pressure transmitted through the skin, and olfactory and taste receptors enter the nose and mouth.
Activated by chemicals.
d. Neural Processing
After transmission, the tree is represented by electrical signals from thousands of visual receptors. But what happens when these signals are sent? They pass through a large network of connected neurons.
1. Sends signals from receptors to the retina, brain, and brain.
2. modify (or process) these signals as they move;
Interactions between neurons produce these changes as signals travel from receptors to the brain. this processing suppresses or prevents some impulses from reaching the brain, while others are amplified and reach the brain with greater force.
This process continues as signals travel to different parts of the brain.
e. Sensing
During this step of the process, you feel irritation around you. This is the point to pay attention to charm.
22 f. Confession
Perception requires more than perecieving a stimulus. The brain mSir also be able to identify and understand your emotions. The next step, called recognition, is the ability to understand objects and assign meaning to them.
g. Action
The perceptual-behavioral stage includes several types of motor activity in response to perceived and perceived stimuli. This can be a big act like: B. little things like rushing to a person in distress or winking in response to a cloud of in the air.
3. Types of Perceptions
Perception have five various types, these types are according (Fish, 2009) : a. Self-Perception
Self-perception is based on human self-esteem, self-efficacy, self-opinion, and self- concept. It means that perception happen according to human individual mind.
b. Learned Perception
Learned perception is based on what human learn, also formed by habitual, culture, and personality.
c. Environmental Perception
Environmental perception is a perception builded based on the issue in which the information accepted.
d. Physical Perception
Physical perception is a perception which is real-for example how human eyes see and the brain processes, then become a perception. It also means physical perception is based on physical activity which can be tested.
23 e. Cultural Perception
Cultural perception is an important perception because it impacted with the implementation. This perception also unique because each perception can have another perception based on the culture. The level also can be determined by place or people.
4. Factors Influencing Perception
Perception has some factors that make the perception itself come up. Atlaman Valenzi and Hodgetts in (Alvita, 2018) there are four factors influencing perception:
a. Selection of Stimuli
Selection of stimuli is a process when human have different perspectives in the same situation. It means, human selecting, filtering, and screening about their own perspectives.
b. Organization of Stimuli
The second thing which can influence perception is organization. Perception ended with action, about that the information that human has should be organized.
Filtering, grouping, and closure are three certain items about how humans interpret.
c. The Situation
Situation is very important, and this is the third factor. The way someone see and receive a situation is related to how he or she act, the reaction, after knowing the situation.
d. The Person’s Self-Concept
The way someone see or feel is related with their self-concept. Self-concept have impact on someone’s perception. The self-concept itself also important because it is also related with someone’s mental health and how they live with it.
24 D. Teachers
1. Definition of Teacher
A teacher is a person who teaches someone called a student or learner. There are so many kinds of subjects that teachers can teach, but teachers usually teach subjects that are related to their academic background (Yuliandasari & Kusriandi, 2018). A teacher is someone who teaches in school, university, or informal school like private or course.
2. The Function of Teacher
Teachers teach the learner or student. Before they teach, they need to know the material, they teach subjects that are related to their academic background. Teachers should know their students’ needs, teachers should prepare the material, strategies in learning, media that will be used in learning activities, and other things to support their teaching activities in the classroom(Hedge, 2003)
Teachers can become facilitators, assessors, and observers for the students(Hosni, 2014). Then for those things teachers should know how to become a good teacher by knowing, understanding, and implementing the right teaching approach for their classroom activities.
3. Teachers’ Perception
The word perception means an opinion or belief from someone about something.
Then, the word perception can describe that the opinion or perception can have a different view based on their knowledge. Woolfolk (1995) in (Christianto, 2019) defines perception as an understanding from a piece of information, while Chaplin (1968) in (Christianto, 2019) stated that perception is a human process in understanding something which includes the awareness from people’s opinion.
Teachers’ perception in teaching activities is very needed. Their perception means their understanding. This research talked about teachers’ perception of CLT, one of the teaching approaches for English Foreign Learner (EFL). Their understanding of CLT impacts their activities and strategies in the classroom for implementing this
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approach for students’ speaking. When teachers know and understand about CLT and they use it in the classroom it will affect the students’, implement CLT means using activities that encourage students learn the English language with practices.
E. Islamic Boarding School
1. Definition of Islamic Boarding School
Islamic Boarding School is a school that teaches many subjects related to Islamic things. In Islamic Boarding School the students will learn so many subjects using Kitab Kuning which is written in the Arabic language(Ratnadewi et al., 2020). The students also learn about attitude and other things about Islam.
2. The System of Islamic Boarding School a. System in General
In general, the education system in Islamic Boarding School is jSir the same as other schools. Students learn from morning until afternoon, but the differences are they also learn the additional subject in the evening, there are programs that they should follow, and usually, they live in the dormitory, also they have activities in the dormitory(Hadijah, 2015).
b. English language learning system
The English language learning system in Islamic Boarding School is jSir like other schools, but the teachers put many moral messages in their learning activities(Ratnadewi et al., 2020). The time or schedule is a little bit different with the general school. In Islamic Boarding School the schedule of learning the English language in the classroom is not as much as in Arabic, and the additional schedule is from the school’s program or dormitory program.
F. Previous Related Research
Christianto (2019) investigated teachers' perception towards CLT in English classrooms, and the results told that the teachers who participated in this research had positive responses about the advantages of using the CLT approach in English classrooms. Rijnan & Irwan (2020) This research investigated and described the
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implementation of the CLT approach in the speaking classroom, and the results showed that CLT is a suitable approach in teaching speaking, so the students can improve their speaking skills. Darmawan (2020) found teaching speaking with CLT approach, the findings showed 2 things, first was about teachers ability in teaching speaking by using CLT approach, and second was about the evaluation for teachers because even using CLT approach there are some things that teachers need to give to the students to encourage their confidence and motivation in speaking Mangaleswaran & Aziz (2019). Then, Irawan (2019) in his research stated that the teachers’ understanding about CLT with their implementation in the classroom activities was not appropriate.
As researched by (Irawan, 2019) that teachers’ perception about CLT should be linked with the classroom implementation, making the students speak more and active in the classroom. This research shows how important teachers’ perception about the approach that they use in the classroom is to make activities and strategies for the students. If all elements are conducted well hopefully the goals in teaching and learning will achieve.
Previous related research that the researcher wrote above talks about the CLT approach in teaching English foreign language learners. From previous research, researchers find that there is something that is not research yet, it is about teachers’
perception in using the CLT approach for teaching English in improving students’
(aliyah) in Islamic Boarding School, especially in Madrasah Sumatera Thawalib Parabek Bukittinggi, West Sumatera. As we know the English language in Indonesia is categorized as a foreign language, but still, the need to learn this language is very high. Islamic Boarding School usually has two kinds of language that they are concerned about, Arabic and English language, and they have their system, rules, vision, and mission to achieve the goals about mastering the languages. However, there are still differences in the English language in Islamic Boarding School, it is not the first language that they need to learn, it has a little portion of time to study, it has a different way, strategies, and approaches in teaching the English language. Then, speaking as the number one skill as a
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benchmark for someone who learns a language has a good teaching approach to make the students ability in speaking English language, it is Communicative Language Teaching (CLT) and it needs teachers’ perception and understanding so that this approach can be used and the goals can be achieved.
G. Theoretical Framework
The English language has become an international language, and because of that, the need of learning the English language is very high. There are four skills in learning a language: Speaking, writing, reading, and listening. Speaking is one of the fundamental skills in learning a language since the first goal of learning a language is to be able to communicate and understand the content of communication with each other (Octavianita et al., 2021). To achieve this goal, to make the students able in speaking teachers should prepare approaches, strategies, and activities that will they use in the classroom (Budiarso, 2019). Therefore, teachers’ perception or understanding about the approach that will they use is very important, their understanding will link to their strategies and activities in the classroom.
Communicative Language Teaching (CLT) as one of the approaches that offer communicative competency for students is an approach that is suitable for the speaking classroom. CLT put many activities where students need to speak a lot in the classroom. Using CLT in the classroom means to put the student as the center subject in the classroom, teachers only as facilitators and motivators, but it does not mean teachers’ role in the classroom is not important.
Furthermore, this research talked about teachers’ perception of CLT in speaking classroom at Islamic Boarding School. Islamic Boarding schools have their system and rules, including learning the English language. Here teachers need to be more focused so students’ ability in the English language is still achieved, especially in speaking. But the problems here are, the teachers’ lack of knowledge about the
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teaching approach, and the times for learning the English language are not as much as Arabic.
By considering the problems above, teachers’ perception and how they implement CLT for their speaking classroom is expected as a solution. Understanding CLT, knowing what strategies and activities that will teachers do in the classroom is very needed. So that the goals can be reached, students can speak the English language well, they know the meaning, and teachers’ will know better about which teaching approaches that will they use in their classroom.
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CHAPTER III
RESEARCH METHODOLOGY
A. Research Methodology
This research used a qualitative approach with Descriptive Case Study. A case study is one of the design research approaches in qualitative that is used to find the reality in life, but from the generated thing into the specific one (Creswell & Creswell, 2018).
The approach in this study uses a qualitative method. Qualitative research, namely research based on the philosophy of positivism, is used to examine the condition of natural objects, where the researcher is the key instrument, data collection techniques are carried out by triangulation or combination, data analysis is inductive or qualitative research, and the results of qualitative research emphasize meaning rather than generalization (Creswell & Creswell, 2018).
The researcher used this descriptive qualitative approach because descriptive qualitative research was deemed suitable for use in this study. In this study the researcher will conduct observations and interviews related to teachers’ perception and implementation about CLT approach at Madrasah Sumatera Thawalib Parabek Bukittinggi in Speaking Classroom. After that, this research can be described, then the data that has been obtained is easier to analyze according to the problem formulation.
B. Research Setting 1. Setting of Place
This research take place at Madrasah Aliyah Sumatera Thawalib Bukittinggi, West Sumatera. Since this research aimed to know the teachers’ perception and implementation of the CLT approach in speaking classroom, the main participants for this research were the English Aliyah Teachers of Islamic Boarding School Sumatera Thawalib Parabek Bukittinggi.
30 2. Setting of Participants
This research’s participants were two English teachers at Aliyah Teachers of Islamic Boarding School Sumatera Thawalib Parabek Bukittinggi.
C. School’s Profile
1. About Islamic Boarding School Sumatera Thawalib Parabek Bukittinggi a. The history of the establishment of the Sumatra Thawalib Islamic Boarding
School, Parabek, Bukittinggi
The Sumatra Thawalib Islamic Boarding School Parabek is a boarding school that was founded in 1910, this Islamic boarding school is the oldest boarding school in West Sumatra. This Islamic boarding school did not stand there and immediately became a big school, but this boarding school was founded from a study community or halaqah which was raised by Sheikh Ibrahim Musa, this boarding school was formerly called Muzakaratul Ikhwan or Jami'atul Ikhwan in Surau Parabek. The surau is a sacred place known to the public today as a mushalla, in this surau usually studies are held for young women and parents in Minangkabau.
On January 15, 1919, there was a meeting between the students of Surau Jembatan Besi in Padang Panjang and the students of Surau Parabek. This meeting resulted in a result where the students and their teachers agreed to form a union between 2 religious education institutions called Sumatra Thawalib. This decision aims to give Minangkabau youth a place to learn and deepen, as well as develop Islamic knowledge and religion. This educational institution was formed and under the leadership of each region to regulate all things needed in educational institutions.
In 1920, Sumatra Thawalib used the class system, no longer using the study system or halaqah. However, during the Japanese colonial period until the beginning of Indonesian independence, learning activities could not run well and smoothly because of strict supervision from Japan.
