144
Penerapan Communicative Language Teaching (CLT) untuk
Meningkatkan Kemampuan Berbicara Siswa Kelas X TKJ A di SMKN 5 Palu Tahun Ajaran 2021/2022
Applying Communicative Language Teaching (CLT) to Enhance the Speaking Skill of X TKJ A Students of SMKN 5 Palu Academic Year 2021/2022
Munifah*
SMKN 5 Palu, Palu, Sulawesi Tengah, Indonesia
Abstrak Penelitian ini bertujuan untuk meneliti peningkatan kemampuan berbicara siswa dengan menerapkan Communicative Language Teaching (CLT). Penelitian ini dilakukan di SMKN 5 Palu. Subjek penelitian ini adalah 20 siswa kelas 10 TKJ A.
Desain penelitian menggunakan Penelitian Tindakan Kelas yang dilakukan dalam dua siklus dengan tiga pertemuan untuk setiap siklusnya menggunakan kegiatan bercerita, bermain peran, permainan, dan bernyanyi. Penelitian ini menggunakan data kualitatif dan kuantitatif. Data dikumpulkan melalui lembar observasi, catatan lapangan, kuesioner, dan wawancara. Data dianalisis secara deskriptif dan kuantitatif. Hasil penelitian menyatakan bahwa penerapan CLT dapat merubah perilaku dan sikap belajar siswa seperti keaktifan, antusias, partisipasi, dan motivasi. Selain itu, kinerja siswa dalam berbicara dapat ditingkatkan selama proses tindakan dengan tercapai tingkat ketuntasan belajar yang sudah ditetapkan pada siklus 2. Dengan demikian dapat disimpulkan bahwa penerapan CLT dapat meningkatkan kemampuan berbicara siswa.
Kata Kunci Communicative Language Teaching, Kemampuan Berbicara, Peningkatan
Abstract This research aims at investigating the enhancement of students’ speaking ability by applying Communicative Language Teaching (CLT). This research was conducted at SMKN 5 Palu. The subjects were 20 of TKJ A students grade 10. Design of the research used Classroom Action Research conducted in two cycles with three meeting for each using activities; storytelling, role play, game and singing. The research used both qualitative and quantitative data. Data were collected through observation sheet, field note, questionnaire, and interview. Data were analyzed descriptively and quantitatively. The finding of the research revealed that the applying of CLT can change the students’ learning behavior and attitudes in term of students’ activeness, enthusiasm, participation, and motivation. Moreover, students’ performance on speaking could be enhanced during process of action by achieving the setting up of passing level in cycle 2. Therefore, it can conclude that applying CLT could enhance speaking skill ability.
Keywords Communicative Language Teaching, Speaking Skill, Enhance
Corresponding Author*
E-mail: [email protected]
Received 14 January 2023; Accepted 5 March 2023; Available Online 31 March 2023
1. Introduction
Speaking is a process of building and sharing meaning of the contexts using verbal
and non-verbal symbols (Chaney et al., 1998). It is a fundamental language skill and a crucial part of foreign language learning and teaching. Besides it is the primary way
in which allows us to communicate with others and express our thoughts and feelings.
145 Nunan (1992) states the two main aspects of speaking are accuracy and fluently. The ability to speak well represents our proficiency in another language. Having English communicative skill is very important for vocational high school students since it will assist them to reinforce their expertise. This is due to the reason that most of students at vocational school are prepared for practical and skillful graduates that will be ready to work right after graduation. The ability to communicate in a foreign language clearly and efficiently contributes to the success of the learners both in school and later in every phase of life. For vocational school students, speaking skill will be fruitful for them to communicate with colleague, in term of job orientation. Thus, teaching English must be directed to give students as many as possible opportunities to speak to provide their capability to use English. By doing so, it can support them with practical skills for daily usage, job orientation, and professionalism.
In order to provide them with proper English, teaching must be focused first on practicing continuous speaking, opportunities, and exposure. Without having speaking skill, students will not be able to convey message, idea, and feeling, thought and information verbally to others especially to business colleagues. Because speaking is crucial skill that students need to perform. It is verbal productive skill which will be very useful in communication to produce speech autonomously and directly.
There are, unfortunately, many challenges encountered by teachers; firstly, English as a foreign language in Indonesia. This means learners are not supported by environments, such as family atmosphere, community surroundings, and school circumstance as well. EFL learners’ environment are not constantly immersed in the language and will not get to apply what they have learned to real life situation either.
Secondly, Corona pandemic which happened almost two years make worse condition.
Teaching and learning process via internet is not so effective at all. Some problems such as the absence networks coloring the implementation of long-distance learning. It makes students to be lazier to study. Lastly, spoken English itself is indeed difficult. This opinion was supported by Thornbury (2005) that said speaking is much more complex than that belief. It needs to know certain skill and different types of knowledge both linguistic and extra linguistic knowledge. It is the line with Pollard (2008) that told speaking is one of the most difficult aspects for students to master. He added that there are many things involved when someone speaking; ideas what to say, grammar, vocabulary, pronunciation as well as listening to and reacting to the persons they are communicating with.
This condition happens to be the most challenging for the EFL learners. So English teachers have to realize and be aware that it really needs a lot of energy to face these sorts of conditions. In other words, they must work hard consciously and cultivate their inner driving force to use effective strategy to keep the students’ engagement and to arouse positive behaviors in learning English.
Based on the observation, researcher noticed that most students hard to speak, shy, not confident, low motivation, and passive. She believes that it is caused by lack of opportunities to practice of speaking. Preliminary research was conducted by researcher related to speaking ability as follows; researcher introduced herself since she is new
146 English teacher for them. As usual after greeting, checking the students’ attendance, praying before learning and giving motivation she randomly asked one by one students to introduce her/himself. It consists of name, nick name, address, place and date of birth, hobby/hobbies, family (parents, brother/sister), favorite lesson/food/color and the reason.
The observation then to be continued with simple questions related daily life. What time do you always get up in the morning?, do you sometimes take a nap in the afternoon?, what do you often do in the evening?, do you have breakfast before going to school?.
From 18 students who are present at the time, only three of them can perform well enough.
Based to pre-research; observation and questionnaire done by researcher, there are some field problems that arose in the teaching and learning process. Some field can be identified as follows; students were not confident and looked worried to make mistake, students were shy to speak English, students hard to pronounce English words, and students were passive and not motivated to learn English. This condition make researcher aware to hard work consciously to find out the solution of the problem. Based on the discussion above it can simply be said that the root problem is the lack of opportunity to speak English. Related to the matter, theoretically, the most appropriate approach to use is Communicative Language Teaching (CLT).
CLT that is also known as Communicative approach is an approach to foreign or second language teaching which emphasizes communicative competence as the goal of language learning. Interactive process of communication to be priority. The goal of language teaching is to develop what Hymes in Richards and Rodgers (2001) referred to as communicative competence. CLT is one method which suites with the goal of language especially speaking skill. According to Harmer (2002) communicative is the name which was given to a set of belief which included not only what aspects of language but also a shift in emphasis in how to teach. The main goal of communicative language teaching is successful communication in the target language. CLT is approach which focuses on communication. Richard (2006) asserts that one of the purposes of CLT is to develop the fluency in language use. He then adds that fluency is natural language use occurring when speakers engage in meaningful interaction. One of the basic concepts of the communicative approach is learner centered. The teacher should not dominate the process of the language teaching and learning. It is aimed that communicative effectively and appropriately based on the context they are working. The main focus of CLT is indeed language function rather than grammar. This assumption implies that English teacher should provide classroom activities that give students to use language to interact in meaningful communication.
The activities of CLT typically involve students in real or realistic communication, where the accuracy of language they use is less important than successful achievement of the communicative task they are performing. Students should have a desire to communicative something. They should focus on the content of what they are saying rather than on a particular language form. It means that CLT has an aim at improving students’ ability to communicative in oral. That statement is supported by Wu (2008) that
147 CLT emphasizes the speaking skill in order to improve their communicative ability by focusing on meaning, and refuses error correction for maintaining the conversation.
There some techniques that can be used by teacher in teaching speaking by implementing CLT. This is in line with Applebaum (2007), there some examples of communicative activities that can be used by teacher to teach speaking such as a role play, language game, and scramble sentences. Meanwhile, Banciu and Jireghie (2012) stated that there are some classroom activities that frequently used in CLT such as role play, interviews, information gap, games, language exchange, surveys, and pair work. This idea was supported by Richards and Rodgers (2001) who stated a variety of games and role play s have been prepared to support CLT classes. In this study, researcher applies storytelling, role play, game, and singing. The study was conducted in limited time learning with 35 minutes for an hour.
Based on the problem above, there needs to be effort and hard work so that student can be skilled at speaking English. Therefore, researcher wants to conduct a study of the speaking skills on the tenth grade of TKJ A students SMKN 5 Palu with the aim at investigating the enhancement of students’ speaking ability by applying CLT.
2. Methods
The research is Classroom Action Research (CAR) adopted from Kemmis and Taggart (1988). It is to investigate how CLT is able to enhance the students’ speaking skill on the tenth grade of TKJ A students SMKN 5 Palu. This study was conducted at SMKN 5 Palu. The subjects of the study were students of tenth grade of TKJ A students consisting of 20 students, who are considered very poor in English, especially in speaking skill. The allotted time of study based on the curriculum is three hours a week with only 35 minutes for each hour. It is still implemented limited face to face meetings due to corona virus pandemic situation.
The study applied some steps as required in the CAR. All these steps are in referring to the conceptual framework of classroom action research that starting from planning then followed by implementation, observation, and reflection. In planning stage, the researcher prepared, designed, and develop instructional material such as lesson plan, teaching aid, learning scenario, students’ answer sheet and all instruments needed based on curriculum and the result of preliminary study. Each meeting in every cycle was always completed with instruments to record, measure, and assess all activities in action process.
Observation sheet was used to jot down any sorts of noticeable behavior, attitudes, and performances on students occurred during the teaching and learning process was going on. Meanwhile, instrument of questionnaire was used to find out the students’ point of view, opinion, and attitudes toward teaching and learning process that they had gone through about applying of the CLT.
Indicator of success was also prepared in the early stage of the study to judge an action successful or not. Since CAR is process oriented research, the success of students can be measured in qualitative method by describing any changes on the students’
148 behavior and attitudes such as; participation, enthusiasm, and motivation of learning atmosphere during teaching and learning process. Whereas measurement on quantitative way refers to product oriented or number-based can be measured by corresponding between maximal score has been set up to be achieved by students before action and real score gained by students after implementation or action. In thus study, the researcher can say that the study would succeed if 75% of students got average score 6.5 after doing test.
In this case, researcher raised 0.5 from the school standard of minimum achievement namely 6.0.
In the stage, researcher implemented, observed, and reflected the result of the research at the same time. When the research was going on, data was collected, analyzed then concluded whether the research succeeds or fails. In other word, it determines the follow up the research, whether the action is to get stopped or continued to the next cycle.
Through reflection, the data collected was processed by narrating, analyzing, interpreting, evaluating, and taking conclusion to decide what action should be taken for further activities. Information gathered from observation, interview, questionnaire, field notes, and journal were used to figure out and understand whether the action of a proposed learning strategy. In this case, CLT bring effect on the students’ behavior in improving speaking. In this study, qualitative data gained from any kinds of instrument were analyzed descriptively to depict students’ participation, activeness, enthusiasm during and after the action on teaching and learning process was carried out. Whereas, quantitative data which were obtained from students’ works in doing written test is analyzed by applying the formula as follows:
Learning Mastery =Achievement score
Maximum score × 100% (Depdiknas, 2006)
3. Results and Discusssion
Results
In analyzing the three meetings in cycle 1 as follows: first meeting was the worst of all meeting. Almost half of students were not active and less enthusiasm in learning. They did not jot down the instructional material sent by teacher via WAG a night before because of any reasons; no internet access and no dictionary to understand the topic. The main problem was lack of vocabulary so they are hard to understand the text. When teacher explained and asked the vocabulary on reading only four students could answer.
The activity of storytelling of narrative text and discussion were in hurry due to limited time. Most of students had not finished yet the posttest because the teacher for next lesson has come in front of door. It is hard to teach with limited time without instructional learning on the students’ hands. Learning mastery of first meeting could only achieved at the level of 5.88 with mean score 39.70.
The second meeting of cycle 1 worked well in which students actively participated.
The class situation was alive since teacher announced that we would like to play a game
149 namely guessing someone/thing. Almost of students look enthusiasm and take a part in playing game to guess. It looked three of students who are very poor in speaking tried to do it well. Learning mastery of second meeting could only achieved at the level of 50%
with mean score 75. In the third meeting of cycle 1, the students’ motivation and participation were still maintained though there’s chaos when many of students from other class (X TBSM) disturbed the class meeting by entering their hands through windows. But the situation could be resolved by researcher. The third meeting of cycle 1 was equipped with printed instructional material divided to students a day before so they could learn at home. Teaching and learning were also used LCD to facilitate teaching and learning process. Learning mastery of third meeting could only achieved at the level of 66.66 % with mean score 66.55.
Meanwhile, over all three meetings in cycle 2 the students’ activeness and enthusiasm remained stable. Students enjoyed and looked so fun joining the process of teaching and learning. Researcher gave the instructional learning directly and via WAG a day. In the first meeting, it seemed students were happy when researcher divided class to be 3 groups and they are all ready to look for the member of the group by lifting and moving their chair and table in circle. They are also ready to participate in group discussion when researcher asked them to answer. Learning mastery of first meeting could achieved at the level of 79.39% with mean score 68.36.
The second meeting initiated with simple dance like cheerleader after praying. Class was divided into five groups. It obviously seemed that students active and took apart in group work. The time was freer because the next lesson or physics’ teacher did not come.
Learning mastery of second meeting could drastically raise at the level of 94.73% with mean score 75.02. The last meeting of cycle 2 was started by the game Simon says. All students seemed joyfully and vigorously. At the beginning of singing four of students were shy and not self confident but when they sang together, they became happy and enthusiastic. They have also well finished the task given on time with amazing result;
100% of learning mastery and 79.93 mean score.
In summing up, researcher considered that the implementation of CLT approach in cycle 1 had not yet reached the indicators that had been set up. Thus, it was needed to proceed to the next cycle as recommended in CAR.
Learning from data as reflected in Table 1, the researcher had to continue to the second cycle and she should revise some related to teaching and learning instruments e.g;
lesson plan, instructional material, teaching aid, and students’ answer sheet to improve the action in cycle 2. Thus, researcher has to analyzed and improve the aforementioned teaching instruments to achieve the expected target/goal in cycle 2.
Table 1 summarizes students’ scores that they had obtained from each meeting of cycle 1 and cycle 2. This table also presents instructional material/topics which are depicted in term of pattern in column two of the achievement indicator. The figure in the Table 1 shows that there is significant progress occurred on the value of percentage at learning mastery between cycle 1 and cycle 2. For example, the first meeting of cycle 1 with 5.88 learning mastery rose to 79.39 at the first meeting of cycle 2.
150 Table 1. Results of Students’ Tests and Achievements of Indicator
of Success in Cycle 1 and Cycle 2 Cycles Meetings Learning Material/
Activities
Learning Mastery
(%)
Mean Score
Achievement of Indicators
1
1st meeting Narrative text/story telling and discussion
5.88 39.70 No
2nd meeting Game/interaction between students to make question and answer to guess someone/thing
50.00 75.00 No
3rd meeting Asking for and giving direction/role play
66.66 66.55 No
2
1st meeting Narrative text/story telling and discussion
79.39 68.36 Yes
2nd meeting Asking for and giving direction/role play
94.73 75.02 Yes
3rd meeting Interlude/singing, finding missing lyric and some parts of speech in lyric
100 79.93 Yes
Analyzing the students’ score in cycle 2, the three-time meetings as implementation of CLT with revised lesson plan, learning material, and teaching aids could really generate amazing progress on students’ score with 79.39 in the first meeting, 94.73 in the second meeting, and 100 in the third meeting. It indicates the learning mastery have fulfilled and met the indicators or criteria of success which has been set up at 75% as passing level.
Meanwhile, Table 2 portrays recapitulation of qualitative and quantitative data and students’ learning achievement. Table 2 communicates the fittingness of instructional material and the communicative activities applied in the process of teaching and learning which has been conducted. Qualitative data indicates the action of process of applying CLT and quantitative data displays the product of action.
Tabel 2. Recapitulation of Qualitative and Quantitativedata and the Acheivement of Indicator in Cycle 1 and Cycle 2
Cycles
Meetings Instructional Materials/
Activities
The Achievement Indicator of Success Qualitative
(Process)
Quantitative (Product)
Yes No Yes No
1
1st meeting Narrative text/story telling and discussion
✓ ✓
2nd meeting Game/ interaction between students to make question and answer to guess some one/thing
✓ ✓
3rd meeting Asking for and giving direction/
role play
✓ ✓
151
Cycles
Meetings Instructional Materials/
Activities
The Achievement Indicator of Success Qualitative
(Process)
Quantitative (Product)
Yes No Yes No
2
1st meeting Narrative text /story telling and discussion
✓ ✓
2nd meeting Asking for and giving direction/
role play
✓ ✓
3rd meeting Interlude/singing, finding missing lyric and some parts of speech in lyric
✓ ✓
Figure 1 illustrates summary of learning mastery in cycle 1 and cycle 2. The graphic bar displays the contribution of each value of students’ learning mastery on each meeting of cycle 1 and cycle 2. It can be noticed that learning mastery of students in cycle 1 fluctuated the values with 5.88% learning mastery in the first meeting, 50.00% in the second meeting, and 66.66% in the third meeting. While, cycle 2 indicates consistent increases from 79.88% in the first meeting, 94.73% in the second meeting, and 100% in the third meeting. These percentiles demonstrate that there’s incredible change of students’ learning mastery on speaking skill after conducting actions or teaching and learning process.
Meanwhile Figure 2 demonstrates the mean score of students’ percentage in learning mastery of cycle 1 which is 60,42. They are 39,7 in first meeting, 75 in second meeting, and 66,55 in the third meeting. In cycle 2 the students’ mean score raised 14.02%
from 60,42% to 74,44 %. It can be said that the increase in each meeting in cycle 2 stable, from 68,36 in first meeting, 75,02 in the second meeting and 79,93 in the third meeting.
It shows that there’s positive and meaningful alteration by implementing the strategy in term of enhancing students’ speaking skill.
Figure 1. The Percentage of Learning Mastery Achieved by Students in Cycle 1 and Cycle 2
152 Figure 2. Mean Score of Students’ Percentage in Learning Mastery of Cycle 1 and Cycle 2
Tabel 3. The Result of Questionnaire with Five-Scale Responses
NO Items Responses
Strongly Agree
Agree Undecided Disagree Strongly Disagree 1 The usage of CLT in
the classroom motivates us in learning speaking.
35.29 52.94
2 The usage of CLT in the classroom is interesting and fun.
70.58 23.52
3 The usage of CLT in the classroom opens our minds that learning speaking need to practice as often as possible.
29.41 58.82 5.88
4 The usage of CLT helps us to improve our pronunciation, grammar, and fluency.
58.82 35.29
5 The usage of CLT help us to communicate more self confidently in English.
23.52 70.58
6 The usage of CLT in the classroom can gradually overcome the speaking problems we encounter.
17.64 64.70 5.88 5.88
7 The usage of CLT in the classroom make us aware that speaking is not really so difficult skill as we think.
5.88 64.70 5.88 17.64
8 The usage CLT with varieties of activity.
makes us keep spirit and enthusiasm.
17.64 76.47 60,42
74,44 CYCLE 1
CYCLE 2
153 Table 3 indicates that it was high point idea and opinion on the way to the implementation of CLT. It might be concluded that most of students kept spirit and enthusiasm such as seen in items 8 with 76.547% agree. Similarly, items number 2, 70.58% strongly agree that communicative activities make them interested and joyful in learning English. Items 5, students’ belief of CLT could help them to be more self confident in speaking English was drawn by 70.58% students agree and 23.52% strongly agree. Related to belief that CLT could gradually overcome the speaking skill problem in item 6, 64.70% agree, and 17.64% strongly agree. Meanwhile, the students’ awareness that speaking is not difficult thing in item 7, 64.70% agree and 5.88% strongly agree. The absence of response for strongly disagree column absolutely convinced that students had positive attitude toward the application of CLT.
Interview
The interview was conducted at 09.00 – 10.10 A.M. on Wednesday 23 March 2022.
Students were randomly divided into 3 groups. Each person of the group had a chance to answer, respond, add, or just elaborate their friends’ answer. Hence, these answers were accumulation of all students’ ideas and opinion. In general, students admitted that the skill of speaking is hard to practice because they seldom have opportunity to speak by him/herself or to interact with others. They said that speaking skill was complicated and confusing. Their problem was pronunciation and how to arrange correct sentences. In relation to the application of CLT, most students responded that they liked it very much.
They said that there were some advantageous of learning English using CLT. Their responses in the interview could be inferred that their self-confidence began to grow because of frequent speaking, pronunciation can be gradually improved, and feeling happy and fun learning English. Finally, they hoped that the usage of CLT should be continually applied in English teaching and learning process. They also suggested variety of activities increased.
The result of the interview indicates that application of CLT was very fruitful for them. They have been learning English for more than six years but their performance of speaking was very ironic. This milestone, for them, had had chance as much possible to practice speaking both through storytelling, role play, singing and game.
Discussion
After presenting data or information descriptively on data presentation above, the discussion of findings was described holistically in cycle ways. This research took two cycles in each cycle in which each cycle consisted of three meetings. Each meeting presented learning instruction which was different each other though using the same activities for role play and storytelling of narrative text and discussion. It is because of compatibility with curriculum for the semester. Narrative text with topic “smart monkey
154 and dull crocodile” was conducted in the first meeting of cycle 1 meanwhile the topic
“mouse deer and crocodile” was conducted in the 3rd meeting of cycle 2.
In term of the process of teaching and learning as drawn in cycle 1 and cycle 2 from qualitative data; observation, an interview, questionnaire demonstrates noteworthy positive change of students’ behavior and attitude in learning atmosphere. Students are encouraged and motivated to take the class during the teaching and learning with the implementation of CLT. Students have positive attitude toward the implementation of communicative activities. They were involved in all classroom discussions. They also looked enthusiastically to respond and answer given by researcher. It seemed they relaxed but studied seriously particularly for the activities of game and singing. They spontaneously answered both the researcher and their friends’ questions freely without wondering of making mistakes. They looked fun, enjoy and not in under pressure state which is usual; passive, apathetic, and unmotivated. It is clearly observed when researcher used teaching media such LCD, picture, PPT, realia, and objects in the classroom or things owned by students. They always tried to respond any questions and expressions raised in the classroom meeting. Indeed, it was exceptional in the first meeting of cycle 1 which was unexpected situation. There was miscommunication; researcher sent instructional learning via WAG class a day before. Unfortunately, not all students joined in that group.
Thus, less of third fourth students jotted down, read, studied, and understood the text given. However, in general, researcher could say that the application of CLT had significant influence to change the students’ behavior e.g., encouragement, participation, activeness, and motivation to practice speaking skill. Concerning to the communicative activities implemented by researcher, game was more suitable and superior than other.
Meanwhile, storytelling of narrative text and discussion were fewer interesting activities for students to be active in the teaching process. It might be due to the complexity of storytelling itself such as fluency, intonation, body language, voice, and self confident to present. Singing was also appropriate activity to be implemented as long as the instruction developed and designed could correspond with the students’ level and need. Singing is the way how to overcome the students’ shyness to speak.
The alteration of students’ encouragement, activeness, and motivation as an impact of applying CLT was strengthened by the conclusion of questionnaire. The responses of students to the application of CLT were positively communicated through their positive attitude in maintaining class atmosphere active, dynamic during the class meetings.
Moreover, the results of interview also conveyed message that students were impressive with CLT. They hoped that the usage of CLT should be continually applied in English teaching and learning process. They also suggested variety of activities increased.
Lastly, relating to the students’ improvement of their speaking skill based on six times action conducted. The result of the tests advocated that CLT had great impact on students’ learning especially fluency, self confident. Having frequent experience of speaking made students urged to increase their speaking competence of English. This notion corresponds to what Larsen-freeman (2000) in Hiep (2005) noted that the most
155 important thing in implementing CLT is by facilitating students in a small group and paired activities which students have opportunities to interact each other.
They have well understood and got familiar with some folktales which teach important moral and value in life. This could be observed when they were asked to answer the test with 79.39% learning mastery in cycle 2. Similarly, role play in practicing asking for and giving direction as well as project-based map well done by students with 94.73 learning mastery and mean score 75.02. Another major of students’ progress of speaking skill was apparently display in activity of singing with 100% learning mastery and 79.93 mean score.
The finding of the research may be concluded that the implementation of CLT could facilitate students in psychological aspects such as reducing anxiety and encouraging motivation so that they are not afraid to speak. The result of the research in line with finding of Hidayat (2009) and Efendi (2016) on their study showed that communicative activities can improve the students’ speaking ability. There are some improvements of students’ speaking skill; getting more confidence to speak as their fluency. Moreover, they are motivated and willing to participate in the classroom activities. This research has shown that the implementation of CLT had an advantage for students on getting better atmosphere of English learning and ample opportunity to practice their English as well as their experience. As what Charina’s result (2013) said that some communicative activities could gradually overcome the students’ problem of speaking like responsiveness, fluency, accuracy, and passiveness.
4. Conclusion
Overall, the qualitative and quantitative findings of the research showed that there was positive effect of the implementation of CLT using activities role play, storytelling and discussion, game, and singing in term of students’ participation and motivation of learning atmosphere. The researcher’s creativeness of creating a classroom environment where students have real-life communication, authentic activities, and meaningful tasks that promote oral language is the key to develop the students’ speaking skill.
However, in the context of improvement of speaking skill, game was the most effective activity. In playing game, students seemed freely to speak without fear making mistakes. They tried hard to get a word guess. Singing was also excellent activity.
Sometimes students feel too shy to speak. But singing creates a safe space for such students to find their voice and learn to share it out loud in public. So, singing can cope the students’ shyness to speak. Roleplay is one other way of getting students to speak.
Students pretend they are in various social contexts and have a variety of social roles.
Before acting, the researcher needs to give information to the learners such as who (lost tourist that asks for direction) and what they think or feel. Thus, it needs more time.
Meanwhile, storytelling fosters creative thinking to express ideas in the format of beginning, development, and ending, including the characters, and setting a story must
156 have. Besides, body language, voice, eye contact, and facial expression get attention for the class.
In other word, applying CLT has positive impact on students’ behavior and attitude in developing the students’ speaking skill of English. Data and findings from this classroom action research strongly endorsed that students are motivated, encouraged and had fun to learn and practice speaking skill during the teaching and learning process. With the implementation of four communicative activities in teaching and learning process, students have gained benefit in developing and improving their ability of speaking, particularly in getting more profitable atmosphere and opportunity to practice any kind of communicative activities. Therefore, the process of applying CLT that has been gone through storytelling, role play, game and singing have reasonably developed the students’
skill of speaking at SMKN 5 Palu on TKJ A students.
Based on the findings of the research, some suggestions can be recommended about how to enhance the students’ speaking skill. Various of activities in the research had raised students’ activeness, enthusiasm, motivation, especially sense of self confident.
Hence, the researcher would like to suggest and recommend some ideas, on the basis of findings as follows, (1) provide maximum opportunity to students to speak the target language by supplying a rich environment that contains collaborative work, authentic materials and tasks, and shared knowledge, (2) try to involve each student in every speaking activity; for this aim, practice different ways of student participation, (3) reduce teacher speaking time in class while increasing student speaking time. Step back and observe students, (4) indicate positive signs when commenting on a student's response, (5) ask eliciting questions in order to prompt students to speak more, (6) provide written feedback, (7) do not correct students' pronunciation mistakes very often while they are
speaking, (8) involve speaking activities not only in class but also out of class, (9) circulate around classroom to ensure that students are on the right track and see
whether they need your help while they work in groups or pairs, (10) provide the vocabulary beforehand that students need in speaking activities, and (11) diagnose problems faced by students who have difficulty in expressing themselves in the target language and provide more opportunities to practice the spoken language.
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