THE USE OF COMMUNITY LANGUAGE LEARNING METHOD TO INCREASE STUDENTS' SPEAKING PROFICIENCY AT THE TENTH GRADE OF SMA ISLAM AL-MA'ARIF PANDAN INDAH IN ACADEMICS. The purpose of this research is to know the increase in students' speaking skill by using community language learning (CLL) method for the tenth grade of SMA Islam Al-Ma‟arif Pandan Indah. Where the test is applied to know the students' speaking ability, then the students practice English speaking skills using the Community Language Learning (CLL) method.
Consequently, the result showed that the community language learning method (CLM) can increase students' speaking skills.
INTRODUCTION
- Subject of Action
- The Statement of Problem
- Objective of Research
- Significance of Research
Furthermore, English language becomes the complicated subject for them, especially in speaking.5 Related to the problems faced by the students in the tenth grade of SMA Islam Al-ma‟arif PI, community language learning (CLL) must be applied in the class to making it more effective and increasing students' speaking skills then reduces the problems seen before because the real purpose of the method is to make the students learn how to use the target language communicatively. Based on statement in background of research above, researcher decides the problem statement in her research is How can community language learning method increase students' speaking skill. The researcher states that the aim of her research is to know the increase in students' speaking skills through the use of community language learning methods.
The result of the research can support classroom learning activities and facilitate teachers to enhance students' speaking skills.
REVIEW OF RELATED LITERATURE AND HYPOTESIS
Theoretical Bases
In this case, the teacher will observe the students' activity during the learning process and make some important notes that will be necessary. In the first meeting, researcher started the class by praying together and then checking the students' attendance. Teacher writes the word asked by the students on the whiteboard.
Based on the above table of the students' activities, it can be concluded that the students performed well each activity during the learning process using the community language learning method. Then the researcher also prepared the post-test 2 to know whether the students' speaking score had increased or not. Before continuing the learning process in Cycle 2, the researcher asked about the students' difficulties in using the community language learning method.
She then asked three students to share their unforgettable experience in front of the class. Then, as in Cycle 1, the researcher asked the students to take their places based on the group before them. The teacher then asked the students to have a discussion in their small group before presenting to the class.
Then the teacher asked the students to be prepared to share their experience in front of the class. Siti Nurhasanah, "Using the Community Language Learning Method to Increase Student Participation in Classroom Conversation", Register, Vol.
Hypothesis
RESEARCH METHOD
Object of Research
Design of Research
The aim of this research is to increase students' speaking ability by using community language learning methods. This research used Classroom Action Research that focused on how to change the current classroom condition or to better improve the classroom learning process. Then it applied the model of research of Kemmis& Mc Taggart and carried it out at class X.
Furthermore, the model has no cycle constraints because it is based on the outcome of each cycle. This means that the researcher has several opportunities to apply more than two times, three times and more cycle if the result does not achieve great point related to the indication of success. Noor Sulaiman Syah, "Action Research in the Classroom as Professional Development of Teachers in Indonesia", Jurnal Tarbawi, Vol.
Planning
Taking action
The teacher emphasizes to all groups that they have a good understanding of the role of studying using the CLL method. The teacher helps the students to translate their words while standing behind the group one by one.
Observing
Afterwards, both the observer and the teacher will discuss the result of the observation and the observer will explain the problems or weaknesses that occur in the classroom during the teaching and learning process.
Reflecting
The improvement of students' speaking activities can be mentioned to achieve progress when students have the courage to share their ideas with a minimum of 70% in the last cycle. The lesson plan is organized based on teaching material, including a test for the last meeting of the cycle to find out if the students' . speak better or not. After writing the expressions on the board, the teacher read it and asked the students to repeat them.
When the students were able to pronounce the expressions, the teacher challenged the students to discuss the meaning of the expressions. As a result, in the pre-test section, the total score of the students was 672 with an average of 45%, mean students. the speech score was fairly good or fair. From the table above, the students who underwent the cycle 1 posttest were 15 students.
As a result, in the post-test of cycle 1, the students' score was 946 with an average of 63%, it means that the students' speaking score has increased from the pretest, but they have not reached the success indicator. This meeting was the last meeting in the second cycle and also the last test, because the researcher has known that the students' speaking score has increased. After all students took the test, the researcher gave feedback and closed the class.
The researcher conducted two cycles, with each cycle taking place in two meetings. Before conducting the cycle, the researcher took the pre-test to know the students' score before applying the CLL method in the classroom action research. Before the implementation of the method or in the pre-test part, the students' speaking score was 672, while the average score was 45%, which means that the students have a low speaking score. Moreover, the researcher continued to hold the post-test meeting in cycle 2 and the students obtained a score of 1116 with an average of 74%, which means that the students' speaking skills improved more than during the post-test meeting before.
Finally, at the Cycle 2 posttest meeting, students achieved a total score of 1116, with an average of 74.
Instrument of Research
- Indicator of Success
FINDINGS AND DISCUSSION
Discussion
This can be seen from the result of the total score for both of them, as in posttest 1 the total score for the teacher's worksheet was 28 with an average of 88% and the total score for the student's worksheet was 19 with an average score of 68. While the total score for the posttest in cycle 2 was 31 with an average of 97% and the total score for the students' worksheets was 25 with an average of 89. This means that the teacher's score is met the indicator of success starts from post 1 to post test 2, then the students' total score in post test 1 did not achieve the indicator, but in post test 2 there was an improvement in their activities and they can achieve the indicator of success.
From the above table, the researcher concluded that there was an improvement in students' speaking score before the implementation of the community language learning method and after its implementation in the teaching and learning process. Subsequently, during the cycle 1 post-test meeting or after the implementation of the CLL method, the students achieved a score of 946 with an average of 63%. This shows that the students did not achieve the success indicator (KKM), but that the students' speaking score was increased compared to the pre-test. Then there was a significant improvement in students' speaking skills since the researcher applied the CLL method in the classroom, so that students were really motivated to speak and wanted to share their ideas at the front of the class, more active in the discussion session and know how you have to work in a team.
On the other hand, the researcher was successful in implementing the community language learning method to increase students' speaking skills in the teaching learning process by using classroom action research in the tenth grade of SMA Islam Al-Ma'arif Pandan Indah in the academic year 2021/ 2022. In a short time, the teacher should apply this community language learning method in the classroom as one of the methods of teaching the learning process to increase students' speaking skills. Therefore, before applying the community language learning (CLL) method, the students' speaking score was 672 with an average of 45%, and then, after applying the method of cycle 1 in the post-test meeting, the result of the students' speaking score increased to 946 with an average of 63.
In this method, the English teacher is expected to give the students many speaking opportunities while teaching in class and to monitor the students' activities when applying the CLL method. Syamsia & Hatima Kaunar, “The Effect of Using Community Language Learning Method to Improve Students' Speaking Skills,” Langua, Vol.
CONCLUSION AND SUGGESTION
Suggestion
Because there is an improvement in students' speaking skills, English teacher at SMA Islam Al-Ma'arif PI suggested to apply the Community Languange Learning (GLL) method to make students more active, confident, interested and motivated to learn to speak English. The students must have their own motivation to learn to speak English and maintain confidence in using English language to communicate. Ari Safar Wadi, “Improving students' reading comprehension through content-based teaching approach: Action research at MA NW Narmada in academic year thesis, English Education Department, State Islamic University of Mataram, Mataram 2019, Page 27.
Aseptiana Parmawati and Ratih Inayah, “Improving students' speaking skills through English film in the scope of speaking for general communication”, ELTIN JournalVol. Hermi zaswita, "Conversation Circle Technique of Community Language Learning (CLL) for Better Speaking Ability", Curricula: journal of teaching and learning, Vol. Gani & Iskandar Abdul Samad, "Teacher's Strategies in Teaching Speaking for Cadets", English Education Journal, Vol.
Novita Indah Purwaningsih, Agus Wijayanto & Ngadiso, Strategies of Teaching Speaking in English to Desa Bahasa Sragen‟s Students”, Journal of Teaching & Learning English in Multicultural Contexts (TLEMC), Vol. Syarfie, “Using Community Language Education to Improve the Speaking Skills of Second Year Students. Tifani Anis Saliha, “Teacher's Strategies in Teaching Speaking at the Daffodils Case Study Research at Kampoeng Inggris-Pare Academic Year 2017 on 10th-25th Period”, Thesis, PGRI Universitas Nusantara, Kediri 2017, page 4.
Students ask questions if they did not understand the role of CLL well before starting a small group discussion 3. The teacher wrote a word or phrase on the white board and discussed it.
