the effectiveness of communicative language teaching …

The Effectiveness of Communicative

Language Teaching (CLT)

in English Language Learning and Teaching

Process

in STIE Madani Balikpapan

Kartini Rahmatillah

STIE Madani Balikpapan

Balikpapan, Indonesia

[email protected]

Abstract—This research focuses on whether the

Communicative Learning Teaching (CLT) has an effect

on the English Learning and Teaching process in STIE

Madani Balikpapan by applying CLT in the classroom

activities. Students still find English to be a difficult

subject to learn, and it seems that there is no

encouragement or a simple way to learn English in a fun

way. This is a descriptive quantitative research that used

distributed questionnaire. There were 68 valid and

reliable questionnaires that can be analyzed deeply.

After being analyzed, it can be concluded that CLT has

affected the English Learning and Teaching process in

STIE Madani Balikpapan, in ways that there was active

participation between lecturer and students, students

learned English in an interesting way in terms of role

play and games while lecturers act as the one who give

guidance. Students are given chance to choose which

activities that can enhance their better learning in

English. Since communicative language teaching (CLT)

has influenced English Learning and Teaching Process

in STIE Madani Balikpapan, lecturers are advised to

apply this approach in their classroom activities and

encourage their students to actively participate in each

activities, whether inside or outside the classroom.

Keywords—CLT, language learning and teaching,

STIE MADANI

I. INTRODUCTION

A. The Structure

The teaching and learning of English is already

started even in preschool, which is the lowest level of

education in Indonesia. In the preschool and

kindergarten level, English is taught in a very fun and

enjoyable way for kids. This suggests the importance

of English, as the learning and teaching of it is

already introduced as early as possible. For state

schools, English has a very limited focus. Thus, it

only has limited hours compared to other subjects.

On the contrary, in private schools, they focus more

on English so that not only it has more hours but

English is also taught outside the class. The lecturer

and the students know well the importance of

mastering English. In fact, in some private schools,

English is used as a delivering language in class.

These things are absolutely good for the users and can

help them to master English fast. Things that are hard

to find in state schools.

In the university level, the teaching and learning

of English is still continued and usually English is put

as an compulsory subject (in Indonesia MKU) which

has a limited portion of time, especially for non-

English major students. The mastery of English

within students also is very limited, even though they

have already learned English since elementary school.

It is very rare to see students that are able to

communicate fluently using English. Though English

is already taught in the beginning of elementary

school, still English becomes difficult to learn and

teach. What is happening to the teaching and learning

of English here? Who should be blamed for this:

lecturer/teacher, government, or students themselves?

What criteria should be used as a benchmark to

whether the teaching and learning process is

successful or not, especially for English? [1].

There are many methods of how English can be

taught and learned. They have their own advantage

and disadvantage. It is hard to define which method is

the best method and which method is the worst,

because these methods exist and many people fit with

many kinds of methods. A certain method may fit in

certain place and user, while the other may not fit into

that area. It is interesting to find out this fact because

the main point of the existence of many different

methods of English learning and teaching, is that

lecturer still seeks out for the best method for students

so that they will be successful in the process of

learning and teaching English. Brown [2] suggests

that lecturers basically do not need some new

methods, but they need a teaching approach that can

embrace works and effective technique to improve

students ability in communication. Berlin [3] points

out also that communicative approach is the base of

3rd International Conference on Current Issues in Education (ICCIE 2018)

Copyright © 2019, the Authors. Published by Atlantis Press. This is an open access article under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).

Advances in Social Science, Education and Humanities Research, volume 326

306

covering 4 (four) skill in comprehending English,

which are listening, speaking, reading, and writing.

CLT or Communicative Language Teaching is a

method of approach that is used widely by lecturers of

English to help students in the process of language

teaching and learning. This kind of method somehow

forces the users to engage in two-way aspects that are

the learner and the lecturers. This involvement is

needed to make the class more active and the

language teaching and learning can be delivered in the

form of class activities.

In relation to the process of learning English in

college, especially in STIE Madani Balikpapan, there

are still students that cannot understand or even

comprehend English correctly. Seen from the students

who passed the subject of English I, we can conclude

that the student having problem with English, they

cannot use English orally or written. . They study and

learn English only because English is a compulsory

subject that everyone must take and learn it in order

to graduate from college. It means that English

becomes a temporary burden that they must follow to

pass college. Researcher find out that students prefer

an interesting and fun classroom with many activities

rather than ordinary classroom where lecturer

becomes the only one that active in classroom. They

like classes where there is involvement between

students and lecturer. They like more on the teaching

process where they are given a paired-activity where

everyone involved together. Besides that, from the

experience of the researcher who taught English

Practice, it seems that most of students enjoy to the

activities in class where they are signed to show and

demonstrate performances, like role play or drama,

presentation, even listening practice using video or

audio media.

That is why researcher wants to find out more

whether the approach of CLT in classroom can

improve student achievement in learning English. The

result of this research will not force lecturer to change

any method of their teaching, but more to give choice

in teaching English that can be applied to their

classroom. English learning and teaching still seek the

best way of methods or approach that can help

lecturers apply them in their class. Changing to other

method or approach is not the solution but to adapt

and apply the suitable methods to our own class that

feel more adequate in helping lecturer success in their

English teaching, and also with the students learning.

The result can then be used as basic evaluation to

the English teaching method basically from those

lecturers teaching English. Also it will be used as

something useful for policy matter and decision

matter mainly to improve the teaching, learning,

lecturer performance and mostly student achievement

in English.

B. Reference Citations

In Section 2 of Literature Review, I used many

theories from experts who know about CLT mainly.

For example the theory of Socheath [4] that discussed

the function of CLT that enables students to have the

opportunity of communicating with each other in the

target language. Also from Savignon [5] stated that

second/foreign language teaching and learning should

be based on promoting learner’s communicative

competence that involves the processes of expression,

interpretation, and negotiation of meaning. This is

because the main key role in learning language is on

the learner itself, as stated by Brown [2]. The theory

from Savignon [6] is the last theory I used about CLT

in which the focus is not on the lecturer but on the

learners in terms of processes and also goals.

II. RELATED WORKS/LITERATURE REVIEW

Communicative language teaching (CLT) is one

of the many methods introduced in language teaching.

Communicative language teaching is based on real-

life situations that require communication. This way

enables students to have the opportunity of

communicating with each other in the target language

[4]. CLT is one of the approaches to second language

pedagogy. It is an approach which views that

second/foreign language teaching and learning should

be based on promoting learners’ communicative

competence that involves the processes of expression,

interpretation, and negotiation of meaning [5]. This

indicates that CLT does not belong to any particular

method of teaching but it is an approach that can give

insights to the incorporation of any methodologies as

long as they promote learners’ communicative

competence.

According to Finocchiaro and Brumfit [7], in CLT

class, teachers expect students to interact with other

people through pair and group work or even in their

writing [2]. Because the teachers’ roles are facilitators

and guide, the teachers might attempt to encourage

students to use language communicatively, such as

role-play. Role play means role to act out; pretend to

be someone else; students are acting out to be a

different person, to modify and imagine as individual

variation. Role play is useful in the application in

social interaction [8]. The characteristic of CLT

classrooms as suggested by Brown [2] is that the role

of learners is central since they are given

opportunities to develop autonomous learning based

on their own learning styles and strategies while the

role of teachers is peripheral, that is, that of facilitator

and guide of learners’ activities. The idea of learner

centeredness has also been identified by Savignon [6]

who suggests that CLT puts the focus on learners not

only in terms of processes but also in terms of goals.

The theories about CLT became the center or

main theme in researcher’s mind that through CLT,

students learn and participate actively in the

classroom activities where they become the center of


307

actors in English learning process. Lecturers act only

as the guide who give instruction to students so that

the process of learning English is still in its pathway,

without crossing the lecturer syllabus.

The use of internet, in a way, helps lecturer and

student in their learning and teaching of English is

another things that the researcher puts on focus in this

research. Wirdayani [9] found out that the most of the

respondents of English lecturers have positive views

of using internet to find their teaching material. Also,

from Aksan, Nur Rifai [10] who investigated the

benefits of mobile phone technology towards teaching

and learning practices at higher schools. The result of

this research is that teachers can use many

applications of their mobile phone from simple to

sophisticated ones. They can use texting facilities

(text message) for checking students’ work progress,

use free social media to give consultation, and many

other features that facilitate them to transfer

knowledge and help students in learning either in or

out of classroom. The last is from Suryani [11] where

she conducted a research about “Exploring the

Internet Usage for English Language Learning.” She

found out that there are many benefits of using

internet for the teaching and learning English, not

only for the teachers/lecturers, but also for the

students. While these studies put internet as the one

that gives benefit to the teaching and learning

English, I found something different on my research,

that internet is not a variable that influences the

process of English learning and teaching, but more on

CLT. It is quite interesting since it is not similar with

most of research I used but it made me surprise with

the result. What I found from this made me conclude

that what makes English learning and teaching

successful is the way the lecturers bring the English

into their classroom activities in which

communicative mostly from the students and the

lecturer acts as the guidance in the process.

III. MATERIAL & METHODOLOGY

A. Data

This research is a descriptive quantitative research

where the data is collected through distributing

questionnaire to students that already passed the

English I subject in the year of 2015-2016. From

distributing questionnaire, then researcher was able to

collect 68 valid and reliable questionnaires that will

be analyzed deeply using the Multiregression

Analysis.

TABLE I. THE NUMBER OF POPULATION

No

Acade

mic Year

Study Program Total

Popula

tion

Undergraduate

Manag

ement (Morni

ng

Class)

Undergra

duate Accounti

ng

(Morning Class)

Undergrad

uate

Accountin

g

(Evening

Class

- A)

Undergrad

uate

Accountin

g

(Evening

Class

- B)

1. 2016-2017

14 30 36 40 120

Source : [16]

Determination of sample amount is done using Bungin’s

formula [12] as follows:

ƞ = N

---------

Nd²+1

The result will be :

Ƞ = 120

------------------

120 (0,05)² + 1

Ƞ = 120

------------------

77(0,025) + 1

Ƞ = 120

-----

1,3

Ƞ = 92.30, rounded to 92.

From the formula above, the result is that the

minimal sample is rounded to 65, then researcher will

take the minimal sample as much as 65 respondents.

But this amount of sample will depend on the

returned questionnaire and whether it is valid and

reliable. For the formula to determine the sample

quota for each class is as follows:

ƞ = Ni x ƞ

N

[12]

Where :

N i= population first stratum size

N = total sample size

ƞ = sample size


308

The proportionate sample determination that was

taken from the students can be seen as follows:

n student Man = 15/ 77x 65 = 12.66, rounded to 13

n student Acc.M = 11/77x 65= 9.28, rounded to 10

n student Acc.EvA= 19/ 77x 65 = 16.03, rounded to

17

n student Acc.EvB = 32 /77 x 65 = 27.01 rounded to

28

So that the respondent sample taking from each class

can be summed up like these:

TABLE II. NUMBER OF SAMPLE

No.

Class

Number

of

Student

Number

of

Sample

1. Management Morning Class

(Man)

15 13

2. Accounting Morning Class (Acc.M)

11 10

3. Accounting Evening A Class

(Acc.EvA)

19 17

4. Accounting Evening A Class (Acc.EvA)

32 28

TOTAL AMOUNT 77 68 Source: [17]

B. Method

Method used in this research is a multiregression

analysis where researcher analyze whether CLT has

an effect to the process of English learning and

teaching in STIE Madani Balikpapan.

1) Reliability Test and Data Validity Test

Reliability Test is actually a tool to measure

questionnaire which becomes the indicator of

variables or constructs. According to Ghozali, a

questionnaire is said to be reliable if someone’s

answer to the question is consistent or stable [13]. The

reliability test is done by using the croanbach alpha.

If the coefficient of Croanbach Alpha is above or

more than 0.60, it is considered reliable; but, if the

coefficient of croanbach alpha is below 0.60, it is not

reliable.

Meanwhile the validity test is used to measure

whether it is valid or not of questionnaire. A

questionnaire is said to be valid if it is able to reveal

something that will be measured by the questionnaire

[13]. Validity test can be done by using the formula of

r-count that is resulted from the SPSS output score,

then this score is compared with the r-table that is

already determined and fit with the sample quantity

being used.

2) Multiple Regression Analysis

Multiple Regression Analysis is used to measure

the quantity of the influence quantitatively from each

change (variable X) to other changes (variable Y).

The general formula of the multiple regression

analysis is as follows:

Y=a+b1X1+b2X2+b3X3+…+bnXn

Where :

Y = English learning process (dependent variable)

a = Constants

X = Usage of internet (independent variable)

3) Determinant Coefficient (R2)

R2 Test or determinant test is an important

measurement in regression, because from which we

can inform good or not a regression model that is

estimated. In other word, the amount from this test

can be used as an indicator of whether close or nor the

regression line to the real data. The amount of

determinant coefficient (R2) reveals how much the

variable Y can be explained by the variable X. If the

coefficient determinant is equal to 0 (R2 = 0), it

means that variation of variable Y cannot be

explained by variable X at all. While if the R2 = 1,

then the variation of Y as a whole can be explained by

variable X. The point is that if R2 = 1 then all

observational point will be definitely on the

regression line. Therefore, regardless how good or

bad a regression equation is, it will be determined by

R2 that has score between 0 and 1.

KD = r² x 100%

Where :

KD = determination coefficient

R = correlation coefficient

[14]

4) Coefficient Correlation Test (R test)

This research uses Pearson’s product moment for

coefficient correlation test (R test). This Pearson’s

Product Moment test is used to find out the

correlation and prove out the hypotheses between 2

(two) variables if the data of both variables are in the

form of interval or ratio. The formula for this

Pearson’s product moment:

r�� = � (ΣXY) – (ΣX)(ΣY) √[ΣX² - (ΣX)²][�Σ²- (ΣY)²]

Source : Suharsimi Arikunto [18]

5) F Test (Simultan)

F Test is used to find out the significance of the

influence of the independent variable simultaneously

toward the dependent variable, where If the Fcount >

Ftable then Ha is accepted or together the independent

variable can explain the dependent variable.

Reversely, if Fcount < Ftable, then H0 is accepted or as

simultaneously the independent variable has no

influence to the dependent variable. To find out

whether it is significance or not, then the probability

is used as much as 5% (α = 0.05):

If sig > ά (0.05), then H0 accepted and Ha

rejected.

If sig < ά (0.05), then H0 rejected and Ha accepted.

6) T Test (Partial)


309

T Test is used to find out the significance of the

influence of the independent variable toward the

dependent variable individually and assume the other

dependent as constant. The significance of this

influence can be estimated by comparing the Ttable and

Tcount.

If the Tcount > Ttable, the independent variable

individually influence the independent variable.

Reversely, if the Tcount < Ttable, the independent

variable individually do not influence the dependent

variable.

Tcount > Ttable means H0 is rejected and Ha is accepted.

Tcount < Ttable means H0 is accepted and Ha is rejected.

T Test can also be seen on the significant phase:

If the significance is < 0.05, H0 is rejected and Ha is

accepted. If the significance is > 0.05, H0 is accepted

and Ha is rejected

IV. RESULTS AND DISCUSSION

A. Results

1) Validity Test Result

TABLE III. CORRELATIONS OF CLT (VARIABLE OF X1)

CL

T

1

CL

T

2

CL

T

3

CL

T

4

CL

T

5

CL

T

6

CL

T

7

CLT

C

L

T

1

Pears

on

Correlation

1 -.

0

49

.2

6

1*

.3

4

3*

*

.3

0

5*

*

.3

6

6*

*

-.

0

05

.512**

Sig. (2-

tailed

)

.6

8

8

.0

2

8

.0

0

3

.0

1

0

.0

0

2

.9

6

6

.000

N 71

71

71

71

71

71

71

71

C

L

T

2

Pears

on

Correlation

-

.0

4

9

1 .

28

0*

.

11

6

.

08

8

.

13

8

.

10

1

.34

8**

Sig. (2-

tailed

)

.6

8

8

.0

1

8

.3

3

7

.4

6

5

.2

5

1

.4

0

4

.003

N 7

1

7

1

7

1

7

1

7

1

7

1

7

1

71

CL

T

3

Pears

on

Correlation

.2

6

1*

.2

8

0*

1 .5

7

0*

*

.3

2

5*

*

.4

3

5*

*

.1

2

6

.661**

Sig.

(2-tailed

)

.

02

8

.

01

8

.

00

0

.

00

6

.

00

0

.

29

5

.00

0

N 71

71

71

71

71

71

71

71

C

L

T4

Pears

on

Correlation

.3

4

3*

*

.1

1

6

.5

7

0*

*

1 .6

3

8*

*

.4

6

9*

*

.3

6

0*

*

.801**

Sig. (2-

tailed

)

.0

0

3

.3

3

7

.0

0

0

.0

0

0

.0

0

0

.0

0

2

.000

N 71

71

71

71

71

71

71

71

C

LT

5

Pearson

Corre

lation

.

30

5*

*

.

08

8

.

32

5*

*

.

63

8*

*

1 .

44

3*

*

.

51

0*

*

.77

1**

Sig.

(2-

tailed)

.

0

10

.

4

65

.

0

06

.

0

00

.

0

00

.

0

00

.00

0

N 7

1

7

1

7

1

7

1

7

1

7

1

7

1

71

C

L

T6

Pears

on Corre

lation

.3

66*

*

.1

38

.4

35*

*

.4

69*

*

.4

43*

*

1 .2

42*

.730**

Sig. (2-

tailed

)

.0

0

2

.2

5

1

.0

0

0

.0

0

0

.0

0

0

.0

4

2

.000

N 7

1

7

1

7

1

7

1

7

1

7

1

7

1

71

CL

T

7

Pearson

Corre

lation

-

.0

0

5

.

10

1

.

12

6

.

36

0*

*

.

51

0*

*

.

24

2*

1 .54

3**

Sig.

(2-tailed

)

.

96

6

.

40

4

.

29

5

.

00

2

.

00

0

.

04

2

.00

0

N 7

1

7

1

7

1

7

1

7

1

7

1

7

1

71

C

L

T

Pears

on Corre

lation

.

5

12*

*

.

3

48*

*

.

6

61*

*

.

8

01*

*

.

7

71*

*

.

7

30*

*

.

5

43*

*

1

Sig.

(2-

tailed)

.

0

00

.

0

03

.

0

00

.

0

00

.

0

00

.

0

00

.

0

00

N 7

1

7

1

7

1

7

1

7

1

7

1

7

1

71

*. Correlation is significant at the 0.05 level (2-tailed).

**. Correlation is significant at the 0.01 level (2-tailed).

From Table 3, CLT is the only item of CLT2 that

is not valid because the amount of correlation is

below 0.50, which is 0.348 only. Meanwhile, the

others have valid amount of correlation.


310

TABLE IV. CORRELATIONS OF ELT (VARIABLE Y)

EL

P

1

EL

P

2

EL

P

3

EL

P

4

EL

P

5

EL

P

6

EL

P

7

EL

P

E

L

T1

Pearso

n Correla

tion

1 .

4

43*

*

.

2

00

.

3

49*

*

.

2

26

.

3

92*

*

.

0

52

.

6

44*

*

Sig. (2-

tailed)

.0

0

0

.0

9

4

.0

0

3

.0

5

8

.0

0

1

.6

6

5

.0

0

0

N 7

1

7

1

7

1

7

1

7

1

7

1

7

1

7

1

EL

T

2

Pearson

Correla

tion

.

44

3**

1 .

55

9*

*

.

23

7*

.

31

3*

*

.

32

0*

*

.

18

6

.

73

1*

*

Sig. (2-tailed)

.

00

0

.

00

0

.

04

7

.

00

8

.

00

6

.

12

0

.

00

0

N 71

71

71

71

71

71

71

71

E

LT

3

Pearso

n Correla

tion

.

2

00

.

5

59*

*

1 .

1

28

.

1

49

.

0

50

.

1

10

.

5

05*

*

Sig. (2-

tailed)

.

0

94

.

0

00

.

2

87

.

2

14

.

6

80

.

3

59

.

0

00

N 7

1

7

1

7

1

7

1

7

1

7

1

7

1

7

1

EL

T

4

Pearso

n

Correlation

.3

4

9**

.2

3

7*

.1

2

8

1 .2

6

6*

.2

2

4

-.

0

47

.4

9

9*

*

Sig. (2-tailed)

.

00

3

.

04

7

.

28

7

.

02

5

.

06

1

.

69

9

.

00

0

N 71

71

71

71

71

71

71

71

E

LT

5

Pearson

Correla

tion

.

22

6

.

31

3*

*

.

14

9

.

26

6*

1 .

36

9*

*

.

37

0*

*

.

67

0*

*

Sig. (2-

tailed)

.

0

58

.

0

08

.

2

14

.

0

25

.

0

02

.

0

01

.

0

00

N 7

1

7

1

7

1

7

1

7

1

7

1

7

1

7

1

E

L

T6

Pearso

n

Correlation

.3

9

2**

.3

2

0*

*

.0

5

0

.2

2

4

.3

6

9*

*

1 .1

8

5

.6

2

0*

*

Sig. (2-

tailed)

.0

0

1

.0

0

6

.6

8

0

.0

6

1

.0

0

2

.1

2

2

.0

0

0

N 7

1

7

1

7

1

7

1

7

1

7

1

7

1

7

1

EL

T

7

Pearson

Correla

tion

.

05

2

.

18

6

.

11

0

-

.0

4

7

.

37

0*

*

.

18

5

1 .

47

1*

*

Sig. (2-tailed)

.

66

5

.

12

0

.

35

9

.

69

9

.

00

1

.

12

2

.

00

0

N 7

1

7

1

7

1

7

1

7

1

7

1

7

1

7

1

EL

T

Pearso

n Correla

tion

.

6

44**

.

7

31*

*

.

5

05*

*

.

4

99*

*

.

6

70*

*

.

6

20*

*

.

4

71*

*

1

Sig. (2-

tailed)

.0

00

.0

00

.0

00

.0

00

.0

00

.0

00

.0

00

N 7

1

7

1

7

1

7

1

7

1

7

1

7

1

7

1

**. Correlation is significant at the 0.01 level (2-tailed).

*. Correlation is significant at the 0.05 level (2-tailed).

From the Table of Variable Y, which is English

Learning and Teaching Process, it can be seen that

there are 2 (two) items that are not valid, namely item

of ELT 4 and item of ELT 7. These two items have

the output amount below than 0.50, hence they are not

valid items.

2) Reliability Test

As said in Chapter III, the reliability test is done

using the croanbach alpha. If the coefficient of

Croanbach Alpha is above or more than 0.70, it is

considered reliable; but if the coefficient of

Croanbach Alpha is below 0.70, it is not reliable.

TABLE V. VARIABLE ELT

Cronbach's Alpha N of Items

.693.693. 7

TABLE VI. VARIABLE CLT

Cronbach's Alpha N of Items

.746 7

From these tables of Reliability Test, we can

conclude that only variable of ELT that has unreliable

coefficient among the other variables. It has only

0.693 coefficient, which is below 70 of coefficient.

3) Multiple Regression Analysis

Multiple Regression Analysis is used to measure

the quantity of the influence quantitatively from each

change (variable X) to other changes (variable Y).


311

The general formula of the multiple regression

analysis is as follows:

� = � + �X� + bX�

Where :

Y = English learning process (dependent

variable)

a = Constanta

X = use of internet (independent variable)

TABLE VII. COEFFICIENTS OF MULTIPLE REGRESSION

ANALYSIS

We can see from the table of Coefficient above,

the coefficient of B, the Constanta is 15.896, while

the CLT is 0.261 and Internet is 0.209. So, if we put

these coefficients into the formula, it will become like

this:

Y = 15,896 + 0,261 X1 + 0,209 X2

From this formula, the conclusions are:

a. The coefficient of constants is 15.896 which

means that if variable of CLT (X1) and Internet

(X2) are assumed to be constant or there is no

change, then the effectiveness of ELT (Y) is

15.896.

b. Variable of CLT (X1) has coefficient of 0.261,

which means that every 1 unit of increase will

increase the effectiveness of ELT (Y) as much as

0.261 by the assumption that every independent

variables are constant.

c. Variable of I or internet (X2) has coefficient of

0.209, which means that every 1 unit of increase

will increase the effectiveness of ELT (Y) as

much as 0.209 by the assumption that every

independent variables are constant.

4) Determinant Coefficient Test (R2 )

The amount of determinant coefficient (R2)

reveals how much the variable Y can be explained by

the variable X. If the coefficient determinant is equal

to 0 (R2 = 0), it means that variation of variable Y

cannot be explained by variable X at all. While if the

R2 = 1, then the variation of Y as a whole can be

explained by variable X. The point is that if R2 = 1

then all observational point will be definitely on the

regression line. Therefore, whether good or bad a

regression equation is, it will be determined by R2 that

has score between 0 and 1.

TABLE VIII. TABLE 8. MODEL SUMMARY

Model R R

Square

Adjusted

R Square

Std. Error of

the Estimate

1 .522a .272 .251 2.525

a. Predictors: (Constant), I, CLT

b. Dependent Variable: ELP

As seen from table of Model Summary, the

coefficient of R Square (or R2 ) is 0.272 which means

that the independent variables (X1 and X2) have a

contribution influence of 27.2% after it is calculated

to 100% (see formula below) on the dependent

variable (Y) and the rest of 72.8% (after calculated to

100%) is influenced by other factors outside the

independent variables.

KD = r² x 100%

Where :

KD = determination coefficient

R = correlation coefficient

[14]

5) Coefficient Correlation Test (R)

For Coefficient Correlation Test (R test), we can

see from the table of Model Summary below, the R

coefficient is 0,522.

TABLE IX. MODEL SUMMARY OF COEFFICIENT CORRELATION

TEST (R)

Model R R Square Adjusted R

Square

Std. Error of the

Estimate

1 .522a .272 .251 2.525

a. Predictors: (Constant), I, CLT

b. Dependent Variable: ELP

The score of R which is 0.522 shows that

independent variables in the research have a strong

correlation to the dependent variable. See the

indicator of Coefficient Correlation that shows the

meaning of coefficient of 0,522.

TABLE X. COEFFICIENT CORRELATION INDICATOR

Score of Reliability Coefficient

Interval Degree of

Reliability

0.00 – 0.199 Very Low

0.20 – 0.399 Low

0.40 – 0.599 Fair

0.60 – 0.799 Strong

0.80 – 1.000 Very Strong Source : [15]

1) F Test (Simultan)

There are 2 (two) alleged possibilities:

- The null hypothesis (Ho) which states that

there is no significant influence between the

independent variables (CLT and I) on the

dependent variable (ELT).

- Alternative hypothesis (Ha) which states that

there is a significant influence between

independent variables (CLT and I) to the

dependent variable (ELT).

Model Unstandardized Coefficients

Standardized Coefficients

t Sig. Collinearity Statistics

B Std. Error

Beta Tolerance

VIF

1

(Constant) 15.896 2.513 6.326 .000

CLT .261 .114 .312 2.293 .025 .578 1.732

I .209 .109 .262 1.924 .059 .578 1.732

a. Dependent Variable: ELP


312

F Test is used to find out the significance of

the influence of the independent variables

simultaneously toward the dependent

variable, where:

(1) if the Fcount > Ftable or If sig < ά (0,05), then

H0 rejected and Ha accepted = there is

influence of X to Y.

(2) if the Fcount < Ftable or If sig > ά (0,05), then

H0 accepted and Ha rejected = there is no

influence of X to Y.

See this table below for the coefficient of Fcount.

TABLE XI. ANOVA

The value of F-table = α ; k ; (n-k) = 0,05 ;

2 ; (71–2) = 0,05 ; 2 ; 69 = 3,1296

k = the number of independent variables (X)

n = the number of respondent

Conclusion:

The value of F-count is 12,722 > F-table

(3.1296) and the significant value is 0,000

<0,05. Then Ho is rejected and Ha is

accepted which means that there is a

simultaneous influence between CLT and

Internet variables to the ELT variable.

(3) T Test (Partial)

Decision-making on partial testing:

a. If t count < t table or significant value > 0, 05

then Ho is accepted = no influence between

X to Y.

b. If t count > t table or significant value < 0, 05

then Ho is rejected = there is influence

between X to Y.

See the value of t and Sig. from the table of

coefficients below:

TABLE XII. T-TEST

The value of t table = α/2 ; (n – k) = 0,05/2 ;

(71 – 3) = 0,025 ; 68 = 1,9955

k = the number of independent and

dependent variables (X and Y)

n = the number of respondent

Conclusion of X1 (CLT):

The value of t-count is 2,293 > t-table of 1,

9955 and the significant value is 0,025 <

0,05

Then Ho is rejected and Ha is accepted,

which means that there is a partial

influence of variable CLT to variable

ELT.

Conclusion of X2 (Internet):

The value of t-count is 1,924 < t-table

1,9955 and the significant value is 0,059 >

0,05. Then Ho is accepted which means

there is no partial influence between the

variable I (internet) to the ELT variable.

B. Discussion

From the analysis that is already presented here,

the result of this research is quite surprising and not

like other most research about this theme, the result is

somehow different. If in most research, it is found

that internet really give benefit to English learning

and teaching process, not in this research in which

internet is found out to not give influence to the

English learning and teaching process, yet CLT did

instead. I did not know what made it different because

at first I thought internet did influence the English

learning and teaching process and support the CLT

variable. What happened here can be investigated

further in next research or study.

If by theory that CLT plays important in the

successful of English learning and teaching process,

this result of research matched. However, it will be

different if the resut of this research is related with

most research from previous researchers. Anyhow,

this research is not done to find out who is wrong or

who is right about what plays the important role in

English learning and teaching process. It is only to

investigate how to have a successful English learning

ANOVAa

Model Sum of

Squares

df Mean

Square

F Sig.

1

Regression 162.206 2 81.103 12.722 .000

b

Residual 433.512 68 6.375

Total 595.718 70

a. Dependent Variable: ELP

b. Predictors: (Constant), I, CLT

Coefficientsa

Model Unstandardized

Coefficients

Standar

dized

Coefficients

t Sig. Collinearity

Statistics

B Std. Error

Beta Tolerance VIF

1

(Consta

nt)

15.896 2.513 6.326 .000

CL

T

.261 .114 .312 2.293 .02

5

.578 1.7

32

I .209 .109 .262 1.924 .05

9

.578 1.7

32

a. Dependent Variable: ELT


313

and teaching process in one certain place. It will need

a further investigation if we want to find out what is

the most important aspect to have a successful

English learning and teaching.

With the hypotheses given in earlier part of this

research, we can come to one conclusion on how CLT

is the one that influences the English learning and

teaching process in STIE Madani in Balikpapan. This

conclusion will drive us to another conclusion that in

order to have a successful English learning and

teaching process, mostly in STIE Madani Balikpapan,

lecturers are required to adapt or use the approach of

CLT in their activities, whether outside or inside the

classroom. The lecturers are also required to have

their activities that involve students and make them as

the central part while lecturers are mentoring and

giving guidance to the activities.

V. CONCLUSION

From the explanation given from the previous

chapter, the researcher then can conclude the

following:

1) The variable of CLT or Communicative Learning

and Teaching affected the process of English

Learning and Teaching in STIE Madani

Balikpapan as much as 22.93%. It shows that in

order to have a successful process of English

learning and teaching, lecturers are required to

apply and use this approach. They are also asked

to make their classroom more active with

activities that will involve the students, whether it

is done inside or outside the classroom. Lecturer

acts as a guide, while their students as the main

player. The lecturer is responsible for the material

of teaching, which must be chosen in right way.

2) The use of internet is found out to not influence

the English learning and teaching process in STIE

Madani Balikpapan, but together, they have

influences on each other. It needs further

investigation of why internet did not influence the

process, which is in contrast with the results of

most research.

3) The use of internet did not affect the process of

English learning and teaching in STIE Madani

Balikpapan; but with the combination of internet

and CLT, it will have effect on the process. The

effect can be seen in the way lecturers usually find

their teaching material with the help of internet.

However it must be noted that it is not

recommende to rely on the internet thoroughly.

4) Since lecturers are responsible to the teaching

material, it will be wise to consult with the

academic or university about the curriculum since

lecturers are not given free access to have their

teaching material without the involvement of

university. Lecturers may suggest which material

that can help student enhance or improve their

English skill.

5) For further research it will be better to investigate

or even to have experiment research of which

material that lecturers may use in their classroom

that is successful in certain place, and can be

adapted also in other places.

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