Judul Skripsi :Using Communicative Language Teaching Approach to Improving Students' Taleability , the researcher gave a speaking test, the speaking test held in two stages which were pre-test and post-test.
The researcher expresses her great gratitude to Allah SWT because of the blessing and the most merciful, so that the writer could complete this thesis with the title. In writing this thesis, the author faced many problems, so the researcher realized that the thesis has many mistakes and weaknesses. The researcher would like to say many thanks to My lovely husband Jumardi, my highest appreciation and deepest gratitude to my beloved parents Muhammad Darwis and Sitti Fatimah who are always my best parents.
INTRODUCTION
Research Question
Based on the background of the study above, the researcher has a research which mentioned as follows: "Does the use of Communicative Language Teaching Approach to improve students' speaking ability at the Seventh Grade Students' of SMPN 2 Baranti.
Objective of The Research
Significance of The Research
Students will learn to express the functions that best meet their communication needs.
Scope of the Research
The finding of the study shows that the teacher applied the characteristics of CLT approach in their speaking teaching. The finding of the study showed that the teachers do not have enough time to drill CLT for the students in the class. Meanwhile, this research is done to know the procedures of CLT approach in the speaking class, problems that the English teacher faces in implementing those features, and the English teacher overcomes the problems in their teaching of speaking. The purpose of this research is the first grade students of SMPN 2 Baranti.
Teaching is essentially an active activity to convince students to change the way they experience the world by understanding the insights of others. The ability to communicate clearly and efficiently in a second language contributes to student success in school, student success in school, and success later in life at every stage of life. Based on the explanation above, speaking skills are intended to enable the students to speak in front of the class so that they are actively involved in the teaching learning process.
Communicative Language Teaching approach
In the application of the communicative language teaching approach (CLT) in the classroom there are still several misconceptions about what it entails (Thompson, 1996). Therefore, when we read, we can argue with what the writer writes in the newspaper. The third misconception about CLT is the limited scope of using techniques other than pair work which means role playing in most of the activities carried out in the classroom.
This means that the non-native language teachers must have a high degree of proficiency in the target language, as the lesson in the classroom tends to be less predictable. In my view, this is not a misconception about CLT, rather a challenge to the non-native language teachers to re-evaluate and re-develop their skills in the target language. Language teaching has seen many changes in ideas about syllabus design and approach over the past 50 years and CLT has prompted a rethinking of approaches to syllabus design and approach.
We can easily group trends in language teaching in the last 50 years into three phases:. Once a basic command of the language has been established through oral drill and controlled practice, the four skills are introduced, usually in the order of speaking, listening, reading and writing. The socially defined role that the learners will assume in the target language, as well as the role of their interlocutors.
The variety or varieties of the target language that will be needed, such as American, Australian or British English, and the levels of spoken and written language with the learners will need to be achieved. Our understanding of second language learning processes has changed considerably in the last 30 years, and CLT is partly a response to these changes in understanding. The type of classroom activities proposed in CLT also implies new classroom roles for teachers and students.
This refers to the fact that in real communication, people usually communicate to get information that they do not have. This is known as the information gap. More authentic communication is likely to occur in the classroom if students go beyond rehearsing language forms for their own sake and use their own linguistic and communicative resources to obtain information.
Conceptual Framework
Hypothesis
Null hypothesis (H0): There is no significant difference between the pre-test and post-test results of the students' English speaking skills using the communicative language teaching approach. Alternative hypothesis (H1): There is a significant difference between the result of students' English fluency before and after the test using the communicative language teaching approach.
RESEARCH METHOD
- Research variable and indicators
- Population and Sample
- Research Instrument
- Data Collection
- Technique of Data Analysis
The pre-test aims to measure the students' speaking ability before the treatment and the post-test given after the treatment to know the effectiveness in the learning process with the communicative method of language teaching. Speech accuracy data is about pronunciation and speech fluency data is about smoothness. Table 4.1 above shows that the students' mean pronunciation score in the pre-test was 3.69 and the students' mean fluency score was 3.69. -test was 4.43. While the average score of students' pronunciation in the post-test was 6.89 and the average score of students' fluency in the post-test was 5.83.
Thus, the improvement in the pronunciation of the students during the pre-test was 86.7% and the improvement in the fluency of the students was 31.6%. In order to clearly know the percentage of the average pronunciation and fluency score of the students during the pre-test, the following chart was presented. After calculating the result of the student's score, the average score of both the Pre-Test and Post-Test could be shown in the following Table 4.1.
Table 4.1 above shows that the mean score of the students on pre-test pronunciation was 3.69 and the mean score of the students on fluency in the pre-test was 4.43. The improvement of students' speaking skills in terms of pronunciation and fluency, shown in the diagram below. It shows that the speaking skills of the students improve more in terms of pronunciation than in terms of fluency.
Then the final calculation calculates the t-test to find out significant differences between the students' pre-test and post-test by using the t-test and t-test result below. The research results indicate that the speaking performance of students using the Communicative Language Teaching Approach shows the improvement in student performance. Based on the result of data analysis, the performance of the students in accuracy and fluency taught by the Communicative Language Teaching Approach application is proven to be better.
Students' mean pretest and posttest scores in speaking fluency in terms of fluency.
FINDINGS AND DISCUSSION
Discussion
Based on the above problem, the researcher gives the treatment Communicative language teaching approach so that students can experience the improvement in the post-test. In the pre-test, the researcher only provided sample dialogue texts to know their knowledge before applying the Communicative Language Teaching Approach. It examines the outcome of treatment education and learning processes towards the effectiveness of communicative language teaching to improve fluency dealing with fluency and accuracy in the seventh grade student of SMP 2 Baranti, which is conducted with pre-test, treatment and post-test during 6 meetings.
If the result of the t-test is higher than the t-table (t-test > t-table), the null hypothesis (Ho) is rejected and the alternative hypothesis (Hi) is accepted. If the t-test result is lower than the t-table (t-test < t-table), the null hypothesis (Ho) is accepted and the alternative hypothesis (Hi) is rejected. It means that the application of the Communicative Language Teaching approach to speaking education is quite effective.
But when the Communicative Language Teaching Approach was applied to teach pronunciation and fluency, the students felt comfortable and spoke English easily. Based on the result of data analysis and the discussion of the result in the previous chapter, the researcher concludes that. The improvement of the seventh grade students of SMP N 2 Baranti in speaking accuracy through the application of Communicative Language Teaching Approach was good.
The progress of SMP N 2 Baranti seventh grade students in fluency using the communicative language teaching approach was good. Based on the results of the findings, the researcher concluded that the application of communicative language teaching approach in speaking skills in the seventh grade of SMP Negeri 2 Baranti is effective for improvement after treatment using the application of communicative language teaching approach in speaking skills. Based on the results of the research and the finding that improving students' speaking ability with a communicative approach to language teaching is pleasant, the researcher would like to propose the following.
Based on the result that communicative language teaching approach can improve students' speaking skills, the researcher suggests the other researchers to implement this approach in speaking teaching.
CONCLUSION AND SUGGESTION
Suggestions
Sekolah : SMP N 2 Baranti Mata Pelajaran : Bahasa Inggris Mata Pelajaran : Ekspresi Umum Kelas/Semester : VII/II. Siswa dan guru melakukan flashback dan feedback untuk memperoleh pengalaman belajar dengan menanyakan kesulitan siswa dalam membuat kalimat tegang. Memberikan semangat dan motivasi kepada siswa agar percaya diri dan tidak pernah takut salah ketika berbicara bahasa Inggris.
Siswa dan guru melakukan flashback dan feedback untuk memperoleh pengalaman belajar dengan mempertanyakan kesulitan siswa dalam berekspresi/berekspresi; meminta dan memberikan pendapat. Memberikan semangat dan motivasi agar siswa percaya diri dan tidak pernah takut salah dalam berbicara bahasa Inggris. Siswa dan guru melakukan flashback dan feedback untuk memperoleh pengalaman belajar dengan mempertanyakan kesulitan siswa dalam berekspresi/berekspresi; ungkapan nasehat dan peringatan.
Siswa mendengarkan penjelasan guru tentang kata apa yang digunakan untuk menyatakan pernyataan sakit dan bahagia. Masing-masing kelompok membuat pernyataan/menyampaikan pernyataan sakit dan pernyataan gembira mengenai foto tersebut serta meminta kelompok lain untuk mengomentari pandangannya. Siswa dan guru melakukan flashback dan feedback untuk memperoleh pengalaman belajar dengan mempertanyakan kesulitan siswa dalam berekspresi/berekspresi; meminta dan menyampaikan ucapan bahagia dan ucapan sedih.
Guru menginstruksikan siswa untuk membuat dialog tentang sakitnya berekspresi dan senangnya berekspresi sebagai pekerjaan rumah. diri mereka sendiri dan tidak pernah takut melakukan kesalahan ketika berbicara bahasa Inggris.
