PEMBELAJARAN BAHASA KEPADA SISWA TAHUN KETIGA SMU MUHAMMADIYAH KASONGAI { atas nama. Artinya, pembelajaran keterampilan berbicara dengan menggunakan pengajaran bahasa komunikatif tidak berpengaruh signifikan terhadap kinerja siswa kelas III SMU Muhammadiyah Kasongan.
ABSTRAK
Tujuan dari penelitian ini adalah untuk mengukur pengaruh pembelajaran keterampilan berbicara siswa kelas III SMA Muhammadiyah Kasongan dengan menggunakan pengajaran bahasa komunikatif. Hasil pengujian hipotesis menunjukkan bahwa hipotesis alternatif (Ha) yang menyatakan bahwa pengajaran keterampilan berbicara dengan menggunakan pengajaran bahasa komunikatif berpengaruh signifikan terhadap kemampuan berbicara siswa kelas III SMA Muhammadiyah Kasongan.
RAHMAYUSMATI
LIST OF LECALIZATION ABSTRACT
Variable ofthe Study
CHAPTER II COMMUNICATIVE LATIGUAGE LEARNING AND SPEAKING .,
LIST OF ABBREVIATIONS
APPENDIX 2 THE STUDENT'SNAMES OFTRY OUT APPENDIX 3 THE RESULT OF VALIDITY ITEMS
APPENDIX 7 INSTRUMENTATION ITEM APPENDIX 8 THEKEYANSWER
CHAPTER I
INTRODUCTION
Definltlon of the Concept
Definitlon of The key terms
Ha' Teaching Speaking ability through communicative language learning has a significant effect on student performance at SMU Muhammadiyah Kasongan. Ho: Teaching speaking ability through communicative language Learning does not affect students' performance at SMU Muhammadiyah Kasongan.
ResearchMethodologi
- Instrumentrtion of the Study
- Data Analysis Procedures
The data of this study was the student's name of the samples in this study and the photos of the tesching leaming scenario. After trying, the writer proceeded to find out the validity of the test, reliability of the test and the difficulty level of the test items.
Communicative Language Learning
- ln an attempt to produce communicative skills quickly, accuracy maybe overlooked or given little attentions
- Responsive
Several essential features of the typical communicative class are now listed and briefly described below. It can be used for teaching other school subjects and academic courses, such as in immersion programmers in Canada or for exploring content areas that have traditionally been important for language pedagogy, such as the culture and history of the nations that speak the target language. Communicative competence is the desired goal (i.e. the ability to use the linguistic system effectively and appropriately).
Fluency and acceptable language is the primary goal; accuracy is judged not in the abstract but context. Students are expected to interact with other people, either in the flesh, though pair and group work. As long as the ideas expressed in the target language can be understood, the minor errors can be ignored.
There are six categories applicable to the types of oral production that students are expected to perform in the classroom. Much student speech in the classroom is responsive: short responses to questions or comments initiated by the teacher or students.
For example, the UN should have the power to force a country like Iraq to destroy its nuclear weapons
- Games
- Discussion
- Song
- Macro Skill and Micro Skill for Speaking
- Accomplish appropriately communicative functions according to situations, participants and goals
- Use appropriate registers implicature, pragmatic conventions and other sociolinguistic features in face-to-face conversation
Intensive speaking can be self-initiated or it can even form part of some pairwork activity, where learners "pass" certain forms of language. Transactional language that is delivered with the aim of conveying or exchanging specific information is an extended form of Finally, students at intermediate to advanced levels are asked to give extended monologues in the form of oral reports, summaries or pearly short speeches keep.
According to New-Mark, “Role-playing is creating a dramatic situation in a classroom, or in part simply acting out dialogue, but also in part relabeling the objects and people in the room to prepare for a role-play imaginative. Such a role-play can help the teacher extend the classroom indefinitely and provide natural context for the language being used. The role-plays, which are designed, can be presented in a few minutes and contain a minimum advanced words.
They are minimally designed to allow students the freedom to create their own characters, rather than simply mimicking those that have already been carefully crafted. In addition, Richards suggests that songs can be used as a useful aid in learning vocabulary, pronunciation, structures and sentence pattern32.
TEACITING SPEAKING USING COMMI]MCATIVE LANGUAGE LEARNING
- Drana
Develop and use a range of speaking strategies, such as emphasizing key words, rephrasing, providing context for interpreting the meaning of words, enlisting help, and accurately assessing how well your interlocutor understands you. Read a newspaper article in the native language and comment on it in the target language. Discussion is the simple communicative activity that can be held by the students, usually they do it in group.
By doing the discussion, the students will be active in the class; they can express their idea or feeling about something according to the topic that is chosen by them. In the small group situation, everyone has a turn to express their opinion or idea and can debate with another student. In this situation, students learn how to speak well, how to intervene and how to disagree with other students.
The teacher can give some clues to the student in order to what is the topic to be discussed by the students, such as the authentic material from newspaper. Information gap is a group activity that uses communication as the key of the activity, it meant that the students should use the target language as the media to talk to the others.
THE PROCEDURES OF TEACHING COMMUMCATIVE LANGUAGE LEARMNG
- Leaming to use language forms appropriately is an important part of
Presentation of a short dialogue or several mini-dialogues, preceded by a motivation (which relates the dialogue situation(s) to possible experiences of the community) and a discussion of function and situation, people, roles, environment, theme and informality or formality of language. which the function and situation require. at the beginning levels, where students understand the same mother tongue, the motivation can be given in their mother tongue). Questions and answers based on the topics of the dialogue and the situations themselves. h inverted, or or questions). Study one of the basic communicative expressions in dialogue or one of the structures that illustrate functions.
You want to get several additional examples of communicative use of the expression structure with familiar vocabulary in unambiguous utterances or mini-dialogues (using pictures, simple .. real objects or dramatization) to clarify the meaning of the expressions or structure. What about expression or structure.. verb + ing?"); its position in the utterance; its formality or informality in the utterance; and in the case of a structure, its grammatical function and meaning. As an approach, communicative language learning is open to the language teacher to develop their own activities based on the principles and basic assumption of communicative language learning.
It is not surprising that communicative Language Learning and the other methods share similar activities or techniques; the activities or techniques may have been developed from the same assumptions about language or language learning. Each of the four skills can have different technique events, although they can come from the same assumption.
CHAPTER III
Tt eacher
Flgure 3.1 The Frequency dlstrlbutions of Pre-Test Score of The Experiment Group
- Medlan
- Modus
- Mean
From the figure 3.1 it can be seen that the pre-test scores of the students in the experimental group. Based on the result of average above, it is lcrown that the average of pretest score in. The mean of pre-test score was used to measure the degree of score after teaching speaking using Communicative Language Learning (after the post-test score was taken).
Based on the above data, it was known that the highest score was 60 and the lowest score was 25.
2 The Frequercy Dlstrlbutlon of the Pre-Test Score of the Control GrouP
Based on the data above, it was known that the highest was 70 and the lowest was 47.
- Stsndard Deviation
- Median
If the mean of the post-test was compared to the mean of the pre-test score in the same class it was 38.00. Based on the above data, it was known that the highest was 55 and the lowest was 32. It could be seen from figure 3.4 for the post-test result of the control group.
Based on the above calculation, it was known that the average value of the post-test score in the control class was 47. If the muffin compared to the pr€-test in the same class was 39.28, the score increased by about 8.07. The result of the assessment of speaking ability using Communicative Language Leaming showed that the mean of the pretest was 38.00 and the mean of the posttest was 55.50.
This indicated that the alternative hypothesis (Ha) that communicative language leaming produced a significant effect of students' scores in the speaking ability of third year students at SMU Muhammadiyah Kasongan was rejected. It was recommended that students should improve their speaking ability and they should practice their speaking ability often not only in the classroom but also in real life.
CHAPTER IV CLOSING
APPENDIX 2
THE STUDENT'S NAMES OF TRYOUT
The Item Number 6
The Item Numbcr 7
The Item N umber l0
The ltem Number 15
The Item Number 20
SKOR BELAHAN GANJIL SKOR BELAHAN GENAP
KODE
APPENDIX 5
KORELASI SKOR AI{TARA BELAIIAN GANJIL DENGAI\
SKORBELAHAN GENAP
Wh"t is she doing3
What is she doin{
Two girls look at the picture and they think that the picture is good, expensive and very artistic. The story that I can imagine from the picture is that we have to keep our environment if we only do the little things like throwing the garbage in the right place, but that. My reaction about global warming is so bad for our earth because it can make people feel uncomfortable with the situation in this way with the season and also give the big effect to the world.
TEACHING ENGLISH USING CLL
- Indicator
- Msin Material E. Method
- Evaluation
- lt's nice to know you 5. I'm glad to meet you
- Main Material
- Method
- English Book "English for A Better Life for Senior High School" by Pakar Raya
- Indicator D. Main Material
- Method
- I)cscribe yotrr pictures to t'ach other antl try to w'ork otrt thc correct seqtlence of evetlts
- Tell the complete story to yottr parttler'
- Tell the complete story tt-r y'clttr partner
- Mein Material
- Evaluation
Express nuanced meaning in transactional conversational texts and sustained interspersion, especially in daily life. Express the meaning of nuances in transactional conversations and sustained interspersion using the appropriate different language styles fluently and in detail in everyday activities involving the act of expressing. satisfaction and dissatisfaction, giving and asking for opinion. English Book "English for A Better Life for SeniorHigh School" by Pakar Raya High School" by Pakar Raya.
Expresses the nuanced meaning in transactional conversational texts and persistent interference, especially in activities of daily living. Express the nuanced meaning in transactional conversations and sustained interspersion using the. apply different language styles fluently and detail in daily life activities that involve the act of expression. satisfaction and dissatisfaction, giving and asking opinions. Describe yotrr pictures to each other and try to figure out the correct sequence of events.
Express nuance meaning in transactional conversational texts and sustained interspheres, especially in day-to-day activities. Express the nuanced meaning in transactional conversations and sustained intervals using appropriate different language styles, fluidly and in detail.
APPEIIDIX
Main Material
- English Book "English for A Better Life for Senior High School" by Pakar Raya
TEACHING ENGLISH WITHOUT USING CLL
- Indicator
- Main Materirl
- escribe yorrr pictlrres to cach other anti try to work olrt thc correct sequence of everrts
- PICTURE 1: THE TEACHER IS GIVING THE I,IATERIAL
- PICTURE 2: I{AKING SOr E GROUPSOf TllE STUDENTS
- PICTURE 3: THE STUDENTS ARE DISCUSSING THE I,IATERIAL
Describe your pictures to each other and try to work out the correct sequence of events.
