skripsi teaching speaking skill through
DESCRIPTION
SKRIPSI PENDIDIKAN BAHASA INGGRISTRANSCRIPT
TEACHING SPEAKING SKILL THROUGH
COMMUNICATIVE LANGUAGE TEACHING
(An Experiment Study in the First Grade of MA Pembangunan UIN Jakarta)
CHAPTER I
INTRODUCTION
A. Background of Study
In the last decade, English has become the most popular foreign language
used for communication between people who do not share the same first language.
As Harmer point out, English is spoken by at least a quarter of the worlds
population. It is important, too, to realize that this means it is not spoken by three
quarter of the population. However, it is clear from the way its use has grown in
the last decade that this situation is about to change.1 It means English is really
important for our life, especially for development of knowledge, science, culture,
and relationship among country.
According to Edward David Allen and Rebecca M. Valette in their book,
foreign language is one course in the curriculum where students should be
encouraged to talk a great deal in class and to express their ideas, not simply what
the teacher tells them to say.2 English is one of the foreign languages that was
taught in Indonesian school from Elementary School as a local content, SMP up to
SMU as compulsory subject and a complementary subject of the higher education
institution. It has been taught in order to increase the English students competence.
They are expected to become fluent in oral and written skills. Recently, in the
1 Jeremy Harmer, The Practice of English Language Teaching (Fourth Edition), (England: Longman, 2002), p. 18.
2 Edward David Allen and Rebecca M. Valette, Classroom Techniques: Foreign Languages and English as a Second Language, (New York: Harcourt Brace Jovanovich Inc, 1997), p. 211.
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global world, many fields of our life such as, educational, occupation, and social,
English has become a crucial factor of being used in the international
communication in successful life.
The objective of teaching speaking at the first grade of MA In the
curriculum based on KTSP (Kurikulum Tingkat Satuan Pendidikan ) states that
English is part of the subjects that must be taught and mastered by students in all
levels of schools in Indonesia. English learning activities curriculum in high
school has many purposes, such as;
1. Mengembagkan kompetensi berkomunikasi dalam bentuk lisan dan tulisn
untuk mencapai tingkat literasi informational (improve the communication
competence in oral and written to get the informational literacy).
2. Memiliki kesadaran tentang hakikat dan pentingnya bahasa inggris untuk
meningkatkan daya saing bangsa dalam masyarakat global (to have an
awareness of the principle and importance of the English language to
increase the competition between countries in global society).
3. Mengembangkan pemahaman peserta didik tentang keterkaitan antara
bahasa dan budaya (developing students understanding about the collerration
between language and culture).3
There are four skills that must be mastered by students, which are listening,
speaking, reading, and writing. According to Harmer in his book, the four skills
are divided into two types. Receptive skill is a term used for reading and listening,
skills where meaning is extracted from the discourse. Productive skills is the term
for speaking and writing, skills where students actually have to produce language
themselves.4 The four skills are crucial, but the most crucial is speaking which
seems to naturally be the most important.
There are many English experts considered if speaking is the important point
3 Departemen Pendidikan Nasional, KTSP, (Jakarta:Depdiknas, 2007) p, 2784 Jeremy Harmer, the Practice of English Language Teachin ( Fourth Edition), (England:
Longman, 2002), p. 265.
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in language teaching. As McDonough and Shaw opinions, in many contexts,
speaking is often the skill upon which a person is judged, at face value .5 In other
words, speaking skills is the major criterion to judge the
English students competent are good or lack.
Teaching speaking skill has been given to the students by the teacher based
on curriculum since SMP up to the MA, but still there are many students in High
School such as the students at first grade of MA Pembangunan UIN Jakarta who
have problems in speaking skill. They cannot make communication actively and
spontaneously with others. Although, they have enough vocabulary to express
their ideas and feeling but they do not know how to say and what should they say
then. Therefore, the students cannot improve their conversation into great
communication. While, according to one of the books, simply put, the goal of a
speaking component in a language class should be to encourage the acquisition of
communication skills and to foster real communication in and out of the
classroom.6 The one implication that these routines have is a need for speaking
skills classes to place more emphasis on frames of oral interaction.7
Based on the writer opinion there are several factors that initiate problems in
teaching speaking skill. They are lack of practice in speaking skill because the
teacher usually uses the English class by doing exercise, Inappropriate choosing
method that make students do not interest to the activity, lack of mastering the
aspects of oral proficiency; fluency, pronunciation, grammar and vocabulary, and
educational cultural difference. The last factor is stated by Thorp a British lecturer
who wrote about an Indonesian student “his work shows that he is very bright, but
he is quiet in the class”. Whereas for Indonesian student judgment might not be
about that students personality at all, but rather about norms of the classroom
behavior that student feels are culturally appropriate.
5 Jo MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher Guide, (Cambridge: Blackwell Publisher, 1993), p.151.
6 Jo MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher guide, (Cambridge: Blackwell Publisher, 1993), p.157.
7 Jeremy Harmer, the Practice of English Language Teaching (Fourth Edition), (England: Longman, 2002), p. 76.
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Today, there are many English teachers who have been teaching speaking
skill by using conventional method, which is one way or passive teaching method
and not the interactive method in class. Furthermore, many teachers just inquire
their students to do some exercises and spend their time at the class in mastering
other skill such as writing and reading because they have to make their students
achieve a good result in the last examination. Therefore, the students lack practice
in English communicating orally.
Based on the cases above, the writer considers if a problem occurs, can be
solved by choosing a suitable method and several techniques that will build the
student initiative in interacting and communicating in the class. After words, the
students will improve their competent in speaking skills. MCDonough and
Christopher Shaw stated in their book, speaking is desire and purpose-driven, in
other words we genuinely want to communicate something to achieve a particular
end.8
There are several methods for English teaching that can help the speaking
teacher to build or create the situation where language is used actively. But, to
reach successfully in teaching speaking skill achievement, the writer concludes if
communicative language teaching (CLT) is one of the method which suites with
the major purpose in teaching speaking skills. According to the Harmer, activities
in CLT typically involve students in real or realistic communication, where the
successful achievement of the communicative task they are performing is at least
as important as the accuracy of their language use9
The writer believes communicative language teaching method can solve the
problem faced in the speaking class activities and make students more interested
and more desirable to communicate and interact in many possibilities they have.
Students must use the opportunity to express their opinions, feelings, and to get
some of information and to make a situation which can involve students in real
8 Jo MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher guide, (Cambridge: Blackwell Publisher, 1993), p.152. 9 Jeremy Harmer, the Practice of English Language Teaching (Fourth Edition), (England: Longman, 2002), p. 69.
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communication, the writer has chosen many techniques in teaching speaking skill
through communicative language teaching they are language games, picture strip
story and role play. It stated in Freman book, that …to try to use any techniques or
material associated with CLT. They are authentic material, scrambled, sentences,
language games, picture strip story, role-plays.10
B. The Limitation and Formulation of Study
1. The Limitation of Study
To prevent misunderstanding and clarify the study, the making of
limitation of study should be made. The writer limits the study of this research
project in application of teaching speaking skills through communicative
language teaching at first grade of MA, in an experiment study of the first grade
of MA Pembangunan UIN Jakarta.
2. The Formulation of Study
According to the limitation of study, the formulation of study in this
research project is “is there any improvement in the students speaking skill after
being taught by communicative language teaching method?”.
C. The Objective of Study
Based on the formulation the research project, the objective of study is to
measure the significant differences between the application of communicative
language teaching and the grammar translation method in teaching speaking skill
to students at the first grade of MA Pembangunan UIN Jakarta.
D. The Significance of Study
The significance of this research project is hopefully to give the information
10 Diane Larsen-Freeman, Techniques and Principles in Language Teaching (UK: Oxford University Press, 2000), p. 132
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and suggestion to the writer and English teachers in teaching speaking English
activity. The research project that is written by the writer is to support the teachers
and to improve the students speaking skill in using English language as the
communication and interaction language by using the interesting methods that will
engage the students to express their ideas, feeling and to get or share the
information.
E. The Organization of Study
The writer arranges the research project into five chapters. Chapter one is
introduction, it illustrates the background of the study, the limitation and
formulation of study, the objective of study, the significance of the study, and
organization of study.
Chapter two is theoretical of framework. This chapter divided into four
parts. Part A, is speaking skill, it explains the definition of speaking, the goal of
speaking, the characteristics of good speaking activities, and the types of speaking
activity. Part B, is communicative language teaching CLT that contains the
definition of CLT, the purpose of CLT, and the type of CLT. Part C, is Grammar
translation method (GTM) that contains the definition of GTM, the purpose of
GTM, characteristic of GTM and several techniques of GTM. The last part is the
implementation of using communicative language teaching (CLT) that includes of
the problems involved and the advantage.
Chapter three is research methodology. This chapter has seven parts. research
methodology that are the place and time of research, the method of research, the
method of sample taking, the method of data collecting, the instrumentation of
research, technique of data analysis and hypothesis of study.
Chapter four is research finding. This research finding gives detail in the
description of data, the analysis of data, hypothesis testing data, and interpretation of
data.
The last chapter is conclusion and suggestion. This chapter is the primary
review of the previous discussion of this chapter.
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CHAPTER II
THEORETICAL FRAMEWORK
A. Speaking Skill
As the writer wrote in the first chapter, there are four skills in learning
English language and the most important one is speaking.
According to the MCDonough and Shaw, as a language skill, speaking is
sometime undervalued or, in some circle, taken for granted.11 It is because really
in English language teaching, an English teacher almost uses all of his time in the
class by taught grammar and vocabulary. The teacher only engages his students to
memorize some of the vocabulary and many grammar rules and does not give
them the opportunities to practice and perform their speaking skill in the class. He
thinks grammar and vocabulary are the most important.
Actually, speaking is the essential skills from any other language skills that
must be mastered by students. As Richard, Speaking in a second and foreign
language has often been viewed as the most demanding of the four skills.12 And to
know how important of the speaking skill is?, to know about what is the
definition of speaking?, how many various forms of speaking is?, what is the goal
of speaking?, what are the characteristics of good speaking activities? and finally,
what are the types of speaking activity that can promote speaking skill?
1. The Definition of Speaking
There are many various definition of speaking from many English
language experts, but it is impossible to discuss all of them. Therefore, the
11 Jo MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher Guide, (Cambridge: Blackwell Publisher, 1993), p.151.
12 Jack C. Richards, New Ways in Teaching Speaking (Alexandria: TESOL, Inc. 1994 ) p.v.
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writer only chooses several definitions that based on her opinion are important
to talk about.
The first definition is from MCDonough and Shaw, they wrote”…as a
skill which enables us to produce utterances, when genuinely communicate,
speaking is desire and purpose-driven, in other words we genuinely want to
communicate something to achieve a particular end. This may involve
expressing ideas and opinions; expressing a wish or a desire to do something;
negotiating and/or solving particular problem; or establishing and maintaining
social relationships and friendships. Another expert Brudden, states that “…
speaking is an activity which is done by a person to communicate with others
in order to express ideas, feeling, as well as opinions to achieve a particular
goal.13
Speaking is human verbal communication which set out with the ability of
utilizing mechanism that will involve oral production language. It is the main
concern in speaking. Based on the Longman Dictionary of Contemporary English,
speaking, from the word of speak, is say words.14
Based on some various definitions above, the writer concludes the definition
of speaking as the essential skill of language is naturally the way human
communicate to express ideas, feelings, as well as opinions to achieve a particular
goal while to maintain social relation between people.
2. The Forms of Speaking
Speaking usually takes one of the following forms:
a) Conversation/discussion
b) Circumlocution (description)
c) Memorized speech
d) Oral reports
e) Interviews
13 Philips M. Brudden, Effective English Teaching (Second Edition), (New York: The Bob Merril Company, 1995), p. 85.
14 Longman, Longman Dictionary of Contemporary English, (England: Pearson, 2004), p.15.
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More detail about the form of speaking, Brown and Yule (1983a) also
examine the various forms of language which are most frequently used by
speakers of the language. There are:15
Incomplate sentences
Very little subordination (subordinate clauses etc.)
Very few passives
Not many explicit logical connectors (moreover, however)
Topic comment structure (as in „the sun-oh look its going down) the syntax of
the written language would probably have a subject-verb-predicate structure.
Replacing/refining expression (e.g. „this fellow/this chap she was supposed to
meet)
Frequent reference to things outside the text such as the weather for
example.This kind of referencing is called exophoric.
The use of generalized vocabulary (thing, nice stuff, place, a lot of)
Repetition of the same syntactic form
The use of pauses and fillers (erm, well, uhuh, if you see what I mean, and so
on.)
3. The Goal of Teaching Speaking
Murcia states in her book that the goal of speaking component in a language
class should be to encourage the acquisition of communication skill and foster real
communication in and out of the classroom.16 Higgs and Mohan have moved us
away from the goal of accurate form toward a focus on fluency and communicate
effectiveness.17
The writer agrees with various opinions above, therefore she concludes that
15 Jo MCDonough and Christopher Shaw, Material and Methods in ELT: A Teacher Guide, (Cambridge: Blackwell Publisher, 1993), pp.155-156
16 Marianne Celce-Murcia, Teaching English as Second or Foreign Language (Boston; Heinle &Heinle Publisher, 1991), p. 126.
17 Marianne Celce-Murcia, Teaching English as Second …..p. 125.
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the main goal in teaching speaking is use the language for communication fluency
and effectiveness. Harmer writes in his book, there are three main reasons for
getting students to speak in the classroom. Firstly, speaking activities provide
rehearsal opportunities. Secondly, speaking tasks in which students try to use any
or all of the languages they know provide feedback for both teacher and students.
Finally, the more students have opportunities to activate the various elements
become.
There are many factors of conversational English proficiency as cited in
Higgs & Clifford;
1) Accent
a.Pronunciation frequently unintelligible
b. Frequent gross errors and a very heavy accent make understanding
difficult, require frequent repetition.
c.Foreign accent requires concentrated listening and mispronunciations
lead to occasional misunderstanding and apparent errors in grammar
or vocabulary.
d. Marked foreign accent and occasional mispronunciations that do not
interfere with understanding.
e.No conspicuous mispronunciation, but would not be taken for native
speaker.
f. Native pronunciation, with no trace of foreign accent.
2) Grammar
a. Grammar almost entirely inappropriate or inaccurate, except in stock phrases.
b. Constant errors showing control of very few conversational micro skills or
major pattern, and frequently preventing communication.
c. Frequent errors showing inappropriate use of some conversational micro skills
or some major patterns uncontrolled, and causing occasional irritation and
misunderstanding.
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d. Occasional errors showing imperfect control of some conversational micro
skills or some patterns, but no weakness that causes misunderstanding.
e. Few errors, with no patterns of failure.
f. No more than two errors during the conversation.
3) Vocabulary
a. Vocabulary limited to minimum courtesy requirements.
b. Vocabulary limited to basic personal areas and very familiar topic
(autobiographic information, personal experiences, etc.)
c. Choice of words sometimes inaccurate, limitations of vocabulary prevent
discussion of some common familiar topics.
d. Vocabulary adequate to discuss special interests and any nontechnical subject
with some circumlocutions.
e. Vocabulary broad, precise and adequate to cope with complex practical
problem and varied topics of general interest (current events, as well as work,
family, time, food, transportation).
f. Vocabulary apparently as accurate and extensive as that of an educated native
speaker.
4) Fluency
a. Speech is so halting and fragmentary that conversation is virtually impossible.
b. Speech is very slow and uneven, except for short or routine sentences;
frequently punctuated by silence or long pauses.
c. Speech is frequently hesitant and jerky; sentences may be left uncompleted.
d. Speech is occasionally hesitant, with some unevenness caused by rephrasing
and groping for words.
e. Speech is effortless and smooth, but perceptibly nonnative in speed and
evenness.
f. Speech on all general topics as effortless and smooth as a native speaker.
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5) Comprehension
a. Understand too little to respond to conversation initiation or topic
nominations.
b. Understand only slow, very simple speech on topic of the general interest;
requires constant repetition and rephrasing.
c. Understand careful, somewhat simplified speech directed to him or her, with
considerable repetition and rephrasing.
d. Understand everything in normal educated conversation, except for very
colloquial or low-frequency items or exceptionally rapid or slurred speech.
e. Understands everything in informal and colloquial speech to be expected of an
educated native speaker.
4. The Characteristics of Good Speaking Activities
The characteristic of good speaking activities is broadly speaking, spoken
communications are essentially transactional or interactional. Transactional
language is said to be that which contains factual or propositional information.
Typically, written language is transactional. Example of transactional language
would be a policeman giving direction to a driver or of someone filing an
insurance claim. In each case the message has to be very clearly communication.
The characteristics on successful speaking activity according Penny Urare:
1. Learners talk a lot. As much as possible of the period of time allotted to the
activity is in fact occupied by learner talk.
2. Participation is even. Classroom discussion is not dominated by a minority of
talkative participants: all get a chance to speak, and contributions are fairly
evenly distributed.
3. Motivation is high. Learners are eager to speak: because they are interested
in the topic and have something new to say about it, or because they want to
contribute to achieving a task objective.
4. Language is of an acceptable level. Learners express themselves in utterances
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that are relevant, easily comprehensible to each other, and of an acceptable
level of language accuracy.17
5. The Types of Speaking Activity
Marianne Celce-Murcia classifies speaking activities and materials into four
types:18
a) Drills, or linguistically structured activities Prator classifies classroom
activities for ESL (English as a second language) learners by means of
continuum, with “manipulative” activities at one extreme and
communicative at the other extreme. Although today, in ESL/EFL (English
as foreign language) classroom throughout the world, communicative
activities tend to more effectively meet the goals of curriculum, also
useful are “manipulative” activities, or those which provide the student
with “prepackaged” structure by mean of teacher, tape or book. Such
activities need not be void of meaning, as were some of the more classic
manipulative techniques associated with the audio-lingual approach, with
its repetition drills and pattern practices. Rather, it is possible to
contextualize such activities so that they are predominately rather then
wholly manipulative and thus meet some of requirements of a
communicatively oriented design. In controlled practice the teacher can
model the form to be produced, providing necessary linguistically correct
input. The students are then allowed to practice the material, and the
teacher follows up by reinforcing the forms practiced. What is important is
that students are allowed to speak about what is true, real, and interesting.
b) Performance activities
18 Marianne Celce-Murcia, Teaching English As Second or Foreign Language (Boston: Heinle &Heinle Publisher, 1991), pp. 128-132.
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Performance activities are those in which the student prepares beforehand
and delivers a message to a group. A good example of such an activity is the
student speech, which could be made as specific in content as necessary. An EST
course, for example, might require students to explain a process or experiment; a
course in conversational or social English might assign students to simply tell a
story from their own experience in casual and social setting.
A variation on the speech given by one person is assigning two or more
people to deliver a talk. Role-plays and dramas, if performed in front of the class,
can also function as performance activities. Finally, debates can serve as an
opportunity for a classroom performance activity for immediate and advanced
learners.
c) Participation activities
Participation activities can be some of the most diverse and interesting in the
oral communication repertoire. These are activities where the student participates
in some communicative activity in a “natural setting.” One of the commonly used
participation activities is the guided discussion, where the instructor provides a
brief orientation to some problem or controversial to some problem or
controversial topic, usually by means of a short reading. Students in MAll groups
discuss the topic, suggesting possible solutions, resolutions, or complications.
d) Observation activities
These are activities in which a student observes and /or records verbal and
nonverbal interactions between two or more native or fluence speakers of the
target language. This technique is useful for building student apriciation and
awareness of language as it is actually used in the real world, and since the student
is taking the role of nonparticipant observer, he or she is free to concentrate on the
subject without fear performance errors, a problem for beginners, whose
productive skills usually lag behind their receptive capabilities.
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B. Communicative Language Teaching (CLT)
Freeman proposes a communicative language teaching aims broadly to
apply the theoretical perspective of communicative approach by making
communicative competence the goal of language teaching and by
acknowledging the interdependence of language and communication.19
To know exactly about CLT, the writer will discuss about what is the
meaning of CLT?
1) The Definition of CLT
Central to an understanding of communicative language teaching is an
understanding of the term communicative competence. Coined by sociolinguist
Hyme to include knowledge of sociolinguistic rules, or the appropriateness of
utterance, in addition to knowledge of grammar rules, the term has to be come
used in language contexts to refer to the ability to negotiate meaning-to
successfully combine a knowledge of linguistic, sociolinguistic and discourse rules
in communicative interaction.
A major strand of CLT centre around the essential belief that if students are
involved in meaning-focused communicative tasks, then language learning will
take care of itself and that plentiful exposure to language in use and plenty of
opportunities to use it are vitally important for student development of knowledge
and skill. 21
Based on the definition above the writer states that CLT is one of methods
which design to help the English learners to use the target language for daily
communication that can improve the students knowledge and skill especially in
speaking skill.
2) The Purpose of CLT
19 Diane Larsen-Freeman, Techniques and Principles in Language Teaching (UK: Oxford University Press, 2000), p. 121.
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Freeman clarifies the goal of CLT is to enable students to communicate in
the target language. To doing it students need knowledge of the linguistic forms,
meanings, and function.
According to Hymes the goal of the communicative language teaching is to
develop communicative competence. In his view, a person who acquires
communicative competence acquires both knowledge and ability for language use
with respect to;
1. Whether (and to what degree) something is formally possible
2. Whether (and to what degree) something is feasible in virtue of the means
of implementation available
3. Whether (and to what degree) something is appropriate (adequate, happy,
successful) in relation to a context in which it is used and evaluated
4. Whether (and to what degree) something is in fact done, actually
performed, and what its doing entails.
Jack C. Richards and Theodore S. Rodgers describe in their book that
communicative purposes may be of many different kinds. What is essential in all
of them is that at least two parties are involved in an interaction or transaction of
some kind where one party has an intention and the other party expands or reacts
to intention.20
The writer assumes that the purpose of the communicative language teaching
is developing communicative competence which establishes an interaction and
transaction activity.
3) The Characteristics of CLT
The most obvious characteristic of CLT is that almost everything that is done
is done with a communicative intent. Students use the language a great deal
through communicative activities such as language games, pictures strip story and
roles play.
Littlewood states, “Ones of the most characteristics features of 20 Jack C. Richards and Theodore S. Rodgers, Approaches and …, p.154
16
communicative language teaching are that it pays systematic attention to functional
as well as structural aspects of language”.21
According to Richards and Rodgers, analysis of theoretical base of
communicative language teaching offer the following four characteristics of a
communicative view of language:
1. Language is a system for the expression of meaning
2. The primary function of language is for interaction and communication
3. The structure of language reflects its functional and communicative uses
The primary unit of language is not merely its grammatical and structural
features, but categories of functional and communicative meaning as exemplified in
discourse.
Based on the three opinions above the writer makes one of the basis assumption
of characteristic of CLT is everything that is done is often carried out learners in true
communication situation.
4) Several techniques of CLT
Littlewood distinguishes between “functional communication activities” and
social interaction activities” as major activity types in communicative language
teaching. Functional communication activities include such tasks as learners
comparing set of pictures and events in a set of picture; discovering missing features
in a map or picture; one learner communication behind a screen to another learner
and giving instruction on how to draw a picture or shape, or how to complete a map;
following direction; and solving problems from share clues. Social interaction
activities include conversation and discussion sessions, dialogues and role plays,
simulations, skits, improvisations, and debates.
According to Morrow, activities that are truly communicative have three features
in common: information gap-the students in the groups did not know what the
picture contained. They had a choice as to what their prediction would be and how
21 Jack C. Richards and Theodore S. Rodgers, Approaches and Methods in …, p.155
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they would word it. And they received feedback not on the form but on the content
of the prediction, by being able to view the picture and compare it with their
prediction.29
Based on the previous paragraph the writer states, if effective teaching
speaking skill trough CLT has many techniques. So she has to make a decision, what
kinds of techniques are suitable for CLT?
1.Several Techniques in CLT
There are many effectiveness techniques in communicative language teaching
to improve students speaking skill, as in Diane Larsen and Freeman book, they are
reviewing many techniques and materials. These are authentic materials, scrambles
sentences, language games, picture strip story, and role play. But the writer just
uses some of them, they are language games, picture strip story, and role play
a. Language game
Games are used frequently in CLT. The students find them enjoyable, and if
they are properly designed, they give students valuable communicative
practice.22
Speaking activities based on games are often useful way of giving students
valuable practice, especially, although by no mean exclusively where younger
learners are involved. Game-based activities can involve practice of oral
strategies such as describing, predicting, simplifying, asking for feedback,
through activities such as filling questionnaires and guessing unknown
information.
a) Filling questionnaires
One such activity based on questioners can be found in Interaction: an
22 Diane Larsen-Freeman, Techniques And Principles In Language Teaching (UK; Oxford University Press, 2000), p. 129.
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interaction workbook where learners have to decide what constitutes job
satisfaction. They have to decide first of all what criteria would lead to job
satisfaction and then the class is divided into 4 or 8 equal, A to D or A to I for
example. Each group then decides which job/s are going to be discussed (own
parents, husbands, wifes and so on). Each group has to interview members of
another group and then learners have to discuss who of the group they interviewed
has the best job. The questionnaire can include details of job, the approximate
salary, the hours worked, distance to work, holiday entitlement, what fringe
benefits are included and so on.
At the end of the activity each group can tell the rest of the class about the best
job that they found. They then compare these and decide which is the best in the
whole class and why. Successful completion of the type of activity clearly depends
on the effective communicative use of the language and of the sharing of
information amongst the participants.
b) Guessing Unknown Information
The Describe and Draw principle is based on a series of plans and diagrams
which one student has to describe to another so that the latter can complete the task.
The idea behind this describe and draw communication activity is to give learners
practice in handling, by means of oral description and drawing in pairs, a core of
material of non-verbal data, i.e. maps, plans, shapes, graphs. The activities are
motivated by the fact that many EFL learners have difficulty when trying to handle
this sort of data in the spoken form.
c) Guessing games
The teacher asks one student to think about something he or she has done. The
rest of the class guesses what it is.
1) Time
Teacher: Maria, you know what time you went to bed last night?
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Don’t tell us. We’ll guess.
Carlos : at 11 o’clock?
Maria: no. [Earlier]
Chang: At 10:30?
Maria: No. [Later]
Etc.
2) Birthday
Teacher : Armando, tell us the month of your birth, but not the day.
Armando : March
Teacher : Let’s guess the date.
Ingrid : March 10th?
Armando : No
Paolo : March 19th?
Armando : No
Etc.23
b. Picture strip story
Many activities can be done with picture strip stories. In this activity
one student in a MA group was given a strip story. She showed the first
picture of the story to the other members of her group and asked them to
predict what the second picture would look like. The activity just described
is an example of using problem-solving task as a communicative technique.
Problem-solving tasks work well in CLT because they usually include the
three features of communication.
What more, they can be structured so that students share information
or work together to arrive at a solution. This gives students practice in
negotiating meaning.
23 Edward David Allen and Rebecca M. Valetta, classroom techniques: foreign languages and English as a second language, (New York: Harcourt Brace Jovanovich, 1977), p.240.
20
The other experts applies strip story activity by using short story or
anecdote select that has exactly the same number of sentences as there are
students in the class. Each sentence is written on a separate strip of paper.
(if the same story is used with several classes, the sentences may be typed
on a stencil, dittoed, and then cut into strips.) The strips are randomly
distributed to the students. Each student must memorize the sentence of his
or her strip. Then the strips are collected. The students move around,
speaking only the target language, and ask each other questions until they
have reconstituted the original story. The teachers role is merely that of
facilitator; it is recommended that the teacher remain silent during the
reconstruction activity.
b. Role-play
Role-play is very important in CLT because they give students an
opportunity to practice communicating in different social contexts and in the
different social role.24
Teacher use the term role-play to refer to a number of different activities,
ranging from simple dialogues prompted by specific information on role cards
to more complex simulations which pass through a number of stages.
Role play material are often written specifically to get learners express
opinions, to present and defend points of view and to evaluate arguments based
on the notion of what Prabhu calls an opinion gap, in that the activity involved
the learner in formulating an argument to justify an opinion for which there is
no one objective way of demonstrating the outcome as right or wrong.
C. Grammar Translation Method
1. The Definition of GTM
The grammar translation method which was first named as such in
Germany in 1780 introduced the idea of presenting students with short 24 Diane Larsen-Freeman, Techniques And Principles … , pp. 133-134
21
grammar rules and word lists, and then translation exercises in which they
had to make use of the same rules and words.
Grammar translation still has relevance today, though it is not
practiced as a method in the same way. But most language learners translate
in their heads at various stages anyway, and they can learn a lot about a
foreign language by comparing parts of it with parts of our own mother
tongue. However, a total concentration on grammar-translation stops students
from getting the kind of natural language input that will help them acquire
language since they are always looking at L1 equivalents, and it fails to give
them opportunities to activate their language knowledge. If they are always
translating the language, they are not using the L2 for communication. The
danger with Grammar-translation, in other words, is that it teaches people
about language but does not really help them to communicate effectively.25
Harmer wrote in his book about a number of features of the grammar
translation method are worthy commenting on. In the first place, language was
treated at the level of the sentence only, with little study, certainly at the early
stages, of longer texts. Secondly, there was little if any consideration of the
spoken language. And thirdly, accuracy was considered to be a necessity.26
2. The Purpose of GTM
There are many purposes of GTM they are:
a. Helping students read and appreciate foreign language literature.
b. It was also hoped that, through the study of the grammar of the target language,
students would become more familiar with the grammar of their native
25 Jack C. Richard and Willy A. Renandya, Methodology in language Teaching: An Anthology of Current Practice, (Cambridge: Cambridge University Press, 2002) Pp. 48-49
26 Jeremy Harmer, The Practice of English Language …, p. 63.
22
language and that this familiarity would help them speak and write their native
language better.
c. Finally, it was thought that foreign language learning would help students grow
intellectually; it was recognized that students would probably never use the
target language, but the mental exercise of learning it would be beneficial
anyway.
d. A fundamental purpose of learning a foreign language is to be able to read
literature written in the target language.
e. Students need to learn about the grammar rules and vocabulary of the target
language.
f. It is believed that studying a foreign language provides students with good
mental exercise which helps develop their minds.
3. The Characteristic of GTM
1) The goal of foreign language study is to learn a language in order to read
its literature or in order to benefit from the mental discipline and
intellectual development that result from foreign –language study.
Grammar-translation is a way of studying a language that approaches the
language first through detailed analysis of its grammar rules, followed by
application of this knowledge to the task of translating sentences and text
into out the target language. it hence views language learning as consisting
of little more than memorizing rules and facts in order to understand and
manipulate the morphology and syntax of the foreign language. “the first
language is maintained as the reference system in acquisition of the second
language.
2) Reading and writing are the major focus: little or no systematic attention is
paid to speaking or listening.
23
3) Vocabulary selection is based solely on the reading text used, and words
are taught through bilingual word lists, dictionary study and memorization.
In a typically grammar-translation text, the grammar rules are presented
and illustrated, a list of vocabulary items are presented with their
translation equivalents, and translation exercises are prescribe.
4) The sentence is the basis unit of teaching and language practice. much of
the lesson is devoted to translating sentences into and out of target
language, and it is this focus on sentence that is distinctive feature of the
method. Earlier approaches to foreign language study use grammar as aid
to the study of texts in a foreign language. But this was thought to be too
difficult for students in secondary schools, and the focus on the sentence
was an attempt to make language learning easier.
5) Accuracy is emphasized. Students are expected to attain high standard in
translation, because of “the high priority attached to meticulous standard of
accuracy which, as well as having an intrinsic moral value, was a pre
requisite for passing the increasing number of formal written examination
that grew up during the century”.
6) Grammar is taught deductively- that is, by presentation and study of
grammar rules, which are then practiced through translation exercises. In
most grammar-translation texts, a syllabus was followed for the sequencing
of grammar points trough out the text, and there was attempt to teach
grammar in an organized and systematic way.
7) The student native language is the medium of instruction. It is used to
explain new items and to enable comparisons to be made between the
foreign language and the student native language.
24
Consequently, though it may be true say that grammar translation
method is still widely practiced, it has no advocates. It is a method for which
there is no theory.
4. Several Techniques in GTM
1) Translation of a literary passage
a. Students translate a reading passage from the target language into their
native language.
b. The reading passage then provides the focus for several classes: vocabulary
and grammatical structures in the passage are studied in subsequent
lessons.
c. The passage may be excerpted from some work from the target language
literature, or a teacher may write a passage carefully designed to include
particular grammar rules and vocabulary.
d. The translation may be written or spoken or both.
e. Students should not translate idioms and the like literally, but rather in a
way that shows that they understand their meaning.
2) Reading comprehension questions
a) Students answer questions in the target language based on their
understanding of the reading passage.
b) The questions are sequenced so that the first group of questions asks for
information contained within the reading passage.
c) The second group of questions requires students to make inferences based on
their understanding of the passage.
d) The third group of questions requires students to relate the passage to their own
experience.
3) Antonyms/synonymsa)
25
a) Students are given one set of words and are asked to find antonyms in the
reading passage.
b) Students could also be asked to find synonyms for a particular set of words.
c) Students might be asked to define a set of words based on their understanding
of them as they occur in the reading passage.
4) Cognates
a. Students are taught to recognize cognates by learning the spelling or sound
patterns that correspond between the languages.
b. Students are also asked to memorize words that look like cognates but have
meanings in the target language that are different from those in the native
language.
5) Deductive application of rule
a. Grammar rules are presented with examples.
b. Exceptions to each rule are also noted. Once students understand a rule, they are
asked to apply it to some different examples.
6) Fill-in-the-blanks
Students are given a series of sentences with words missing. They fill in the
blanks with new vocabulary items or with items of a particular grammar type, such
as prepositions or verbs with different tenses.
7) Memorization
a. Students are given lists of target language vocabulary words and their native
language equivalents and are asked to memorize them.
b. Students are also required to memorize grammatical rules and grammatical
paradigms such as verb conjugations.
8) Use words in sentences
In order to show that students understand the meaning and use of a new
26
vocabulary item, they make up sentences in which they use the new words.
9) Composition
a. The teacher gives the students a topic to write about in the target language.
b. The topic is based upon some aspect of the reading passage of the lesson.
c. Sometimes, instead of creating a composition, students are asked to prepare a
précis of the reading passage.
The writer concludes that this method is still applied by many English
teachers in the school. However, they know if Grammar-translation cannot help
learners to communicate effectively and to improve their speaking ability.
5. The Implementation of Using CLT and GTM in Teaching Speaking to the
students of MA Pembangunan UIN Jakarta
The writer makes a conclusion from the previous chapter that speaking is
the essential skills to be mastered by all students. It is because people judge
students are really good in English if they can speak in English communicatively
and fluency .
Based on the writers opinion, the first grade students of MA Pembangunan
UIN Jakarta the place where she did the research, have many problems in speaking
skill, such as in active communication and interaction, difficult to create the great
conversation, lack of spontaneously in communication, difficult to comprehends
message that they receive it makes them do not know what they want to or should
say and the last problem is fluency.
Those problems can be solved by applying communicative language
teaching as a method and suitable techniques that enable the first grade students of
MA Pembangunan UIN Jakarta to reach their goal in learning of speaking skill.
The writer uses many techniques those are language game, picture strip story and
27
role-play in this research to solve the problems faced in the school. Therefore, the
students can improve their speaking skill.
The implementation of using communicative language teaching in teaching
speaking skill to the first grade students of MA Pembangunan UIN Jakarta,
involve many problems and advantages of using CLT and GTM. They are:
1. The Problems Involved in Teaching Speaking Skill Trough CLT and GTM
a. The Problem involved in teaching Speaking Skill Trough CLT
The writer suggests, CLT is one of the methods for teaching
speaking skill that has many characteristics which are suitable with the goal
of speaking skill. However, there is an opinion told, that CLT cannot solve
all of the problems in speaking skill. As Harmer writes in his book, CLT
has sometimes been seen as having eroded the explicit teaching of
grammar with a consequent loss among students of accuracy in the pursuit
of fluency.27
CLT consequently recommend that learners learn to see that failed communication is a joint responsibility and not the fault of speaker or listener. Similarly, successful communication is an accomplishment jointly achieved and acknowledge. The focus on fluency and comprehensibility in communicative language teaching may cause anxiety among teachers accustomed to seeing error suppression and correction as the major instructional responsibility, and who see their primary function as preparing learners to take standardize or other kinds of tests. A continuing teacher concern has been the negative effect in pair or group work of imperfect modeling and student’s error. Although this issue is far from resolved, it is interesting to note that some research finding suggest that “data contradicts the notion that other learners are good conversational partners because they can’t provide accurate input when it is solicited”.28
Based on the opinions above the writer concludes if some problems
involved in the teaching speaking skill through CLT are not only because the
activities of speaking skill through CLT that is unable to the characteristic of
27 27 Jeremy Harmer, The Practice of English Language …, p. 71.28 Jack C. Richards and Theodore S. Rodgers, approaches and methods in language
teaching (New York; Cambridge University Press, 2001), Pp.166-168.
28
a communicative view of language, but also many other aspects in teaching
speaking skill. So, in this research the writer wants to find a new formula that
can cover and prevent the problems involved in speaking skill teaching.
2. The problem of teaching speaking trough GTM
These are the problems in teaching speaking through GTM they are:
a. Learner motivation and participation
The GTM approach involves no learner participation and little
teacher-student relationship. Students are required to learn from a
textbook and use the same method throughout their learning. Because
lessons using GTM are not interactive and engaging for students, they
become more likely to lose interest in their subject and less motivated to
learn. Furthermore, the method does not require students to participate in
any activities or communicate with each other, so they will not learn how
to use the language in a real-life conversation or situation and will only
know how to translate one language to another.
b. Unnatural and Inaccurate Pronunciation
As children, people generally learn how to speak before they learn how to
write and read. In the GTM approach, this natural learning method is
reversed. Students are only taught how to read and write the language.
This can affect how they learn to speak the learned language. The mere
application of grammar and sentence structure cannot adequately prepare
them for realistic conversations or verbal communication, as no emphasis
is given to spoken language in the GTM approach. Translations may also
be inaccurate, as it is not always possible to simply translate one word or
phrase accurately to another language for example, the translation of
"computer" in English to Latin is not possible, as there is no Latin word
for computer.46
29
Based on the opinion above the writer concludes that grammar
translation method is one of the methods that use in teaching English
language. There are different characteristics between GTM and speaking
skill that make teaching speaking skill activity cannot be effective and
cannot achieve the goal of the activity.
3. The Advantages of Teaching Speaking Skill Trough CLT and GTM
a) The advantages of teaching speaking skill through CLT
The writer believes if the advantages of teaching speaking skill
trough CLT can encourage the successful of teaching speaking skill.
Because this statement has proved by many suggestions from many
experts, they are McDonough and Shaw who suggest seven implications
of communicative approach for teaching purposes;
1. Communicative implies semantic a concern with the meaning
potential of language.
2. There is a complex relationship between language form and language
function.
3. Form and function operate as part of a wider network of factors.
4. Appropriacy of language use has to be considered alongside accuracy.
This has implication for attitudes to error.
5. Communicative is relevant to all four language skills.
6. The concept of communication takes us beyond the level of the
sentence.
7. Communicative can refer both to the properties of language and to
behavior.
They also wrote a number of reasons why a communicative
approach is an attractive one, providing a richer teaching and learning
environment. It can:
30
a) include wider considerations of what is appropriate as well as what
is accurate
b) handle a wider range of language, covering texts and conversations
as well as sentences
c) Provide realistic and motivating language practice
d) Use what learners, know about the function of language from their
experience with their own tongues.
b) The advantages of teaching speaking skill through GTM
1. Reduced Teacher Stress
Resources for GTM are easier to come by than other
approaches and generally require less teacher involvement. Class
activities or learning games are rarely necessary, as students are
translating text to another language directly. Teachers who are not
fluent in English (but fluent in the other language that the students
primarily use) can teach English using this approach, as the emphasis
is not on the spoken word but on translations. Communication
between student and teacher is reduced with this method, which avoids
misunderstandings and prevents language barriers that may occur in a
method that focuses on teacher-student communication or verbal
language learning.
2. Focus on Grammar, Sentence Structure and Word Meanings
Unlike a verbal approach to language learning, GTM focuses
31
on the application of grammar and correct sentence structure. This is
especially helpful in teaching students how to write and read in
another language, allowing them to explore interchangeable words and
phrases more effectively than a verbal teaching method. The approach
is also easily applied and can be less stressful on students; verbal
teaching methods do not describe the application of grammar and
sentence structure as effectively as GTM does. Word meanings are
also easily learned through direct translation a foreign word can be
compared to the native language quickly. The method of
comparing/translation of the learned language with a native language
provide reference for students.
According to writer the implementation of GTM and CLT in
teaching speaking skill has different advantages. Based on the opinion
above it is clear that in teaching speaking skill the advantage of GTM
cannot promote the students to be active in communication activity. In
other way CLT can help the students involve in realistic
communication. It means CLT is the suitable methods for teaching
speaking skill.
CHAPTER III
RESEARCH METHODOLOGY
A. Research Methodology
1. The Place and Time of Research
32
The field research was held at SMAN 5 Bandara Lampung. The field
research was done from Mei 2015. On April 18th, the writer asked permission to
the headmaster of the school and then she did research from Mei 10 th, 2011 up
to Mei 31, 2015.
2. The Method of Research
This research used comparative analysis method. In the process of writing,
the writer did field research. She took the student’s speaking test of pre-test and
post-test directly to be compared. Then, she used t-test formula in counting the
two variables and in testing the writer’s hypothesis.
3. The Technique of Sample
Taking
a. Population
Actually, there are three classes at first grade of Islamic Senior High
School of state 5, namely X.A, X.B and X.C with no more than 27 students
each class. Therefore, the total population of this research is 77 students.
b. Sample
In taking the sample of this research, the writer used random sampling by
lettering the tree of the classes, then took the two of lotteries they are X.A class
as an experiment class and X.C class, as a control class. But the writer took 50
students from two classes. They are 25 students of X.A and 25 from X.C.
4. The Method of Data Collecting
Collecting data is an important thing for this study. To get the data which
related to the language game, picture strip story and role play as techniques in
improving the students’ speaking skill, the writer used two sources; namely
library and field sources.
Firstly, the writer used some books related to the research to support
theoretical framework as a library sources. She got the sources by visiting
33
some libraries such as; the library of State Islamic University including the
library of English Education Department, the library of Faculty of Tarbiyah
and teacher’s Training.
The writer got field sources by giving the students of the first grade of
MA Pembangunan UIN Jakarta, oral test. She did the test twice, at first she
did pre-test and the second was post-test. The test did in pairs.
5. The Instrumentation of Research
Based on the explanation above, the instruments used in research
followed:
1. Observation
Firstly, the writer observed the location where the research carried out
before doing the research. It was done to get data needed, such as to know the
number of students and teachers, to know the curriculum and method which is
used by English teacher.
2. Test
The writer gave oral test that made by herself based on the English
book. She scored the students directly by using scoring sheet (see in
appendix)
The students did the oral test through role play. In role play
technique, the students must play the role as the situation in the card that
was chosen by them. (See in appendix) then the students perform their role
play. The students need to do the tests in pairs.
The students’ test was scored by using the rating scores of oral test by Higgs & Clifford as follow:29
Table 1
29 Jack C. Richards and Willy A. Renandya, Methodology in Language Teaching: An Anthology of Current Practice, (New York: Cambridge university press, 2002), pp. 223-224.
34
The Rating Scores of Oral Test
Conversational English Proficiency Weighting Table
Proficiency Description 1 2 3 4 5 6 Total
Accent 0 1 2 2 3 4
Grammar 6 12 18 24 30 36
Vocabulary 4 8 12 16 20 24
Fluency 2 4 6 8 10 12
Comprehension 4 8 12 15 19 23
Total
Conversational English proficiency conversion table
Total score Level
16-25 0+
26-32 1
33-42 1+
43-52 2
53-62 2+
63-72 3
73-82 3+
93-99 4
4+
6. Technique of Data Analysis
35
The writer analyzed the data of students’ oral tests and scored their
speaking skill by using statistics calculation of the t-test formula. Based on
the sample, t-test can be classified into two, they are:
1. T-test for small sample (N is no more than 30).
2. T-test for big sample (N is similar with or more than 30).30
Because of the samples in this research have no correlation and the
writer only take 20 students as samples, therefore in calculating the data
the writer used t-test formula for the small sample where the two
samples have no correlation with significance 5%. The formula as
follows:
to =M1− M2
+ X 2 (N + N )X 21 2 2(N1 + N2 − 2)(N1 . N2)Note: M1 = Mean of the scores of the experiment class
M2 = Mean of the scores of the control class12 = Sum of the squared deviation score of the experiment class
22 = Sum of the squared deviation score of the control classN1 = Number of students in the experiment classN2 = Number of students in the control class
7. The Hypothesis of Study
The writer’s hypothesis is there is significant difference between
30 Anas Sudjana, Pengantar Statistic Pendidikan, (Jakarta:Raja Grafindo Persada, 1944), p.286.
36
teaching speaking through Communicative Language Teaching and
through traditional method at the first grade of SMAN 5 Bandar
Lampung.
37