CHAPTER
1
INTRODUCTION
This chapter presents about
background of the study, research problem, objective of research, significance
of research, scope and limitation of the research and definition of key terms.
1.1 Background of Study
English become the most
important language in the world. At present, learning English as a foreign
language is very importance, since English is the key to the international
currencies of technology and commerce (Hutchinson and waters, 1989:6). As
international language, learning English become popular in some of country. As
like in Indonesia, English become one subject that be mastered. And many
society began realize about this fact.
Actually, there are
four basics skill that should be mastered in Junior High school. They are:
speaking, reading, writing, and listening. In Junior High school, each skill
needs more understanding for the student. Because their level up to
intermediate level and this is a new change for them improve the new language
that different with their first language or mother language. It is not easy to
master all the skills. There must be one important skill that covers the whole
skills.
Based on the statement above speaking is the
most important skill that should be mastered by students in order to
communicate in English fluently. In this case, the students must study hard to
master it and the teacher should create a good atmosphere in class. Speaking
activities do not work in class because many factors prevent students from
speaking English with their friends. They are afraid of making mistakes, of
being laughed at by his or her friends and having lack of confidence in their
ability because all of them have different thing to each other. Perhaps it likes
an extended family of different approach, it is the case with most families, and
not all students live harmoniously together all of time. However, no one is
willing to assert that they do not belong to the family’ (Nunan, 2004:7)
Considering problem,
relating to speaking activities in class and helping students to improve their
speaking skill in part of the teacher’s job. He or she expected to have right
teaching method to provide students with appropriate teaching materials and to
create a positive classroom environment.
As professional teacher
in language teaching, especially the teaching of English a foreign language,
teachers mostly spend much of time on appropriate teaching methodologist for
greater effectiveness in student acquisitions on English, designing and
implementing materials, test, and practice. Teachers are responsible to educate
the students from little or no knowledge to sufficient English speaking
environment. The teaching process should not only happen between teachers and
students but also between students and students.
Speaking is to express
or communicate opinions, feelings, ideas, or as talking and it involve the
activities in the part of speakers as psychological and physical stages (Oxford
Advance Dictionary, 13). It takes place very where and has become part of our
daily activities. When someone speaks, he or she interact and uses the language
to express his or her ideas, feeling and thought. He or she also shares information to other
through communication. In the classroom, the teachers must create the situation
that can encourage real communication. Many methods can be designed to make
major’s element lively.
One
of many popular methods is Communicative Language Teaching Method.
Communicative Language Teaching Method centers on the essential belief that if
students are involved in meaning-focused communicative task, plentiful exposure
to language in used and plenty opportunities to use it are vitally important
for a student’s development of knowledge and skill. Activities in Communicative
Language Teaching Method typically involve student in real or realistic
communication such as speaking, where the successful achievement of the
communicative task they are performing is at least as important as the accuracy
of their language use.
Speaking actually is to
express opinions, feelings, ideas and the process of sharing meaningful through
the use of verbal and non-verbal symbols, in variety context. Speaking is
important because by speaking people understanding the meaning that was
expressed each other. Include Junior High School, it is important because it to
understanding each other, students to students and students to teachers,
especially speaking of English. Beside to understanding each other, in Junior
High School speaking is one of the four subjects of English course that must be
mastered.
In second year students
of SMP WAHID HASYIM MALANG, the English course has a problem, especially
speaking. Score of speaking English’s students in second year is low mostly.
Their score is 5.5; this is lower than the minimal standard score.
Based on the statements
above, the researcher will conduct the research to improve the second year
students of SMP WAHID HASYIM MALANG by title “IMPROVING STUDENT’S SPEAKING
SKILL AT SMP WAHID HASYIM MALANG BY USING COMMUNICATIVE LANGUAGE TEACHING
METHODE”.
1.2
Research Problem
Based on the background of study
above, the statement of the problem as follows: How can Communicative Language
Teaching Method improve the students’ speaking at second year students of SMP
WAHID HASYIM Malang?
1.3
Objective of Research
This study aims to
describe how Communicative Language Teaching Method can improve the students’
speaking at second year students of SMP WAHID HASYIM Malang.
1.4 Significance
of Research
This study expected to
give contribution for English teacher in general, especially for SMP WAHID
HASYIM MALANG and they can informed about the use of Communicative Language
Teaching Method as means to improve the students’ speaking. The student can use
it to improve their English speaking.
1.5
Scope and Limitation of the Research
The scope and
limitation of this study is focused on improving one of the four subject of
English course in SMP WAHID HASYIM MALANG, the subject is speaking English. The
method will be used is Communicative Language Teaching Method. And the subject
of this study is second year students of SMP WAHID HASYM MALANG
1.6
Definition of Key Terms
In order to avoid
misunderstanding or get the same perception of the terms used in the study, the
following definitions are given:
1. Speaking: is process of communicate
to express opinions, feelings, ideas in order to understanding each other,
student to student or student to teacher, share information and build the
relations. Speaking in this case is one of the subjects of English course that
must be mastered in Junior High School.
2.
Improving
The
term improving in this study is to increase the students’ score on one
of four subject of English course that must be mastered, the skill is speaking
skill. It means that the score of speaking skill should be rise up than before
the Communicative Language Teaching given.
3.
Communicative Language Teaching Method
Centers on the essential belief
that if students are involved in meaning-focused communicative task, plentiful
exposure to language in used and plenty opportunities to use it are vitally
important for a student’s development of knowledge and skill.
CHAPTER
II
REVIEW
OF RELATED LITERATURE
This chapter deal with theoretical
overviews related to the topic being discussed. They are: Definition of Speaking, Students and Speaking,
Communicative Language Teaching (CLT), reviewing the Techniques and the Materials.
2.1
Definition of Speaking
Speaking is one of the skills that have
to be mastered by students in learning English. It is important for the
students to know definitions first. Many experts define speaking in deferent
ways.
1.
Brown and Yule stated in their book: “The
speakers say words to the listener not only to express what in her mind but
also to express what he needs whether information service. Most people might
spend of their everyday life in communicating with other.”
2.
Jane Revell: “Communication, of ideas,
of opinions, of feeling.” Therefore, communication involves at least two people
where both sender and receiver need to communicate to exchange information,
ideas, opinions, views, of feeling.
Meanwhile, Jones stated, “Speaking
is a form of communication.” We can say that the speaker must consider the
person they are talking to as listeners. The activity that the person does
primary based on particular goal, it is important that everything we want to
say is conveyed in an effective way, because speaking is not only producing
sounds but also a process of achieving goals that involves transferring message
across. Jones said, “How you say something can be important as what you say in
getting your meaning across.” Therefore, speaking process should pay attention
to want and how to say as well as to whom appropriately.
2.2
Students and Speaking
Getting students to
speak in class can sometimes be extremely easy. In good class atmosphere,
students who get on with each other, and whose English is at an appropriate
level, will often participate freely and enthusiastically if we give them a
suitable topic and task. However, at other time it is not so easy to get
students going. Maybe the class mix is
not quite right. Perhaps we have not chosen the right kind of topic. Sometimes
it is the organization of the task which is at fault. But the problem that
occurs more often than any of these is the natural reluctance of some students
to speak and to take a part. In such situations the role(s) that teachers play
will be crucial.
2.2.1
Reluctant students
Students are often
reluctant to speak because they are shy and are not predisposed to expressing
themselves in front of other people, especially when they are being asked to
give personal information or opinions. Frequently, too, there is a worry about
speaking badly and therefore losing face in front of their classmate. In such
situations there are a number of things we can do to help.
2.2.1.1
Preparation
Wilson is describing
the value of planning and rehearsal for speaking success, and students, too,
will perform much better if the have the change to think about what are going
to say and how to say it. This may involve just giving them quite time to think
in their heads about how they will speak, or it mean letting them practice dialogues
in pairs before having to do anything more public.
Marc Helgesen suggests
making a feature of this thinking-in-our-heads (that is trying out a
conversation in our minds). He suggests a series of ten tasks that students can
do on their own (Helgesen, 2003). For example, when they are on bus, they can
image they are in a taxi and give the imaginary taxi driver directions. They
can practice telling themselves about the best thing that happened to them
today or tell the person in their head about their plans for the future.
Paul Mennin describes
how student’s record presentations they are going to make, transcribe what they
have said, correct it and then hand it over to the teacher for further comment
before finally making the presentation (Mennin 2003). There will be times when
we want and expect spontaneous production from students, but at other times we
will allow them to prepare themselves for the speaking they are going to do.
2.2.1.2
The Value of Repetitions
Repetition has many
beneficial effects. Each new encounters with a word or phrase help to fix it
inn the students’ memory. Repetition has other benefits, too: it allows
students to improve on what they did before. They can think about how to
re-word things or just get a feel for how it sounds.
When students repeat
speaking tasks they have already done once (or twice), their first attempt is
like a rehearsal for the final effort. Each rehearsal gives them more
confidence as they are not attempting to get the word out for the first time
when they try to speak in subsequent ‘performance’.
Repetition works even better if students
get a chance to analyze what they have already done. This analysis may come
from fellow students or from the teacher, but if the get a chance to evaluate
what they have done-or at least get feedback about it – their performance
second or third time round can only get better. Paul Howarth (2001a and b)
describes this as process speaking, characterized by the pattern:
Plan
→ perform → analyze ←→ repeat
If we ask students to
make presentations or tell stories, repetition obviously make sense in the same
way as getting students to draft and re-draft their writing. But letting
students rehearse conversational exchanges works, too. If students have had a
chance to try out exchange, they will do it much more confidently and fluently
when they do it in second time.
2.2.1.3
Big Groups and Small Groups
A major reason for the
reluctance of some students to make part in speaking activities is that they
find themselves having to talk in front of big group. A way of counteracting
this is by making sure that they get chance to speak and interact in smaller
groups, too. This can be preparation for dialogues-making or discussion.
2.2.2
The Role of the Teacher
As with any other type
to classroom procedure, teacher needs to play number of different roles during
the speaking activities. However, three have particular relevance if the
teacher trying to get students to speak fluently:
2.2.2.1
Prompter
Students sometimes get
lost, cannot think of what to say next or in some other way lose the fluency we
expect of them. We can leave them to struggle out of such situations on their
own, and indeed sometimes this may be the best option. However, we may be able
to help them and the activity to progress by offering discrete suggestions. If
this can be done supportively, without disrupting the discussion or forcing
students out of role, it will stop the sense of frustration that some students
feel when they come to a dead end of language or ideas.
2.2.2.2
Participant
Teacher should be good
animators when asking students to produce language. Sometimes this can be
achieved by setting up an activity clearly and with enthusiasm. At other times,
however, teachers may want to participate in discussion or role-plays
themselves. That way they can prompt covertly, introduce new information to
help the activity along, ensure continuing students engagement and generally
maintain a creative atmosphere. However, in such circumstances they have to be
careful that they do not participate too much, thus dominating the speaking and
drawing all the attention to them.
There is a special
sense in which teachers act as participants and that is when they are in dialog
with the class. Just as one-to-one teacher may engage in direct conversation
with their students (and co-construct dialogue, thereby scaffolding their
learning), so in dialogic events in larger groups, the teacher and students may
talk together communicatively as near-equal participants. These are often very
special moments in the lesson, although we have to be careful not to take over
the classroom so that students lose opportunities for speaking.
2.2.2.3
Feedback Provider
The vexed question of
when and how to give feedback in speaking activities is answered by considering
carefully the effect of possible different approaches.
When students are in
middle of speaking task, over-correction may inhibit them and taking the
communicativeness out of the activity. On the other hand, helpful and gentle
correction may get students out of difficult misunderstanding and hesitations.
Everything depends upon our tact and the appropriacy of the feedback we give in
particular situations.
When students complete
activity, it is vital that we allow them to access what they have done and that
we tell them what, in our opinion, went well. We will respond to the content of
the activity as well as language used.
A crucial part of teacher’s job
when organizing speaking activities is to make sure that the students
understand exactly what they are supposed to do. This involve giving
instructions and, where appropriate, demonstrating the activity with student or
students so that no one is in any doubt about what they should be doing.
2.3
Communicative Language Teaching (CLT)
The real problem when
attempting to define CLT (or the Communicative approach as it was originally
called) is that it means different
things to different people. Or perhaps it is like an extended family of
different approaches, and ‘… as is the case with most families, not all members
live harmoniously together all the time. There are squabbles and disagreements,
if not outright wars, from time to time. However, no one is willing to assert
that they do not belong to family’ (Nunan 2004:7).
One of the things that
CLT embrace within its family is the concept of how language is used. Instead
of concentrating solely on grammar, pioneers such as David Wilkins in the 1970s
looked at what notions language expressed and what communicative functions
people performed with language (Wilkins 1976). The concern was with spoken
functions as much as with written grammar, and notions of when and how it was
appropriate to say certain things were of primary importance. Thus
communicative language teacher taught people to invite and apologize, to agree
and disagree, alongside making sure they could use the past perfect or the
second conditional.
A Major strand of CLT
centre around the essential belief that if students are involved in
meaning-focused communicative task, 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 importance to a student’s development of
knowledge and skill. Activities in CLT typically involve students real or in
realistic communication, where the successful achievement of the communicative
task they are performing is at least as important as the accuracy of their
language use. Thus role-play and simulation have become popular in CLT. For
example, students make simulate a television program or the scene at an airport
– or they might put together the simulated front page of a newspaper. In order
communicative activities, students have to solve a puzzle and can only do so by
sharing information. Sometimes they have to write a poem or construct a story
together.
In order for these
activities to be truly communicative, it was suggested from the very beginning,
students should have a desire to communicative something. They should have a
purpose for communicating (e.g. to make a point, to buy an airline ticket or to
write a letter to a newspaper). They should be focused on the content of what
they are saying or writing rather than on a particular language form. They
should a variety of language rather than just one language structure. The
teacher will not intervene to stop the activity; and the materials he or she
relies on will not dictate what specific language forms the students use
either. In other words, such activities should attempt to replicate real
communication. All this is seen as being in marked contrast to the kind of
teaching and learning we saw in an above. They are at opposite ends of a
‘communication continuum’ as shown in Figure 5.
Not all activities in
CLT occur at either extreme of the continuum, however. Some may be further
toward the communicative end, whereas some may be more non-communicative. An
activity in which student have to go round the class asking question with a
communicative purpose, but using certain prescribes structures (e.g. have you ever done a bungee jump? Have you
climbed a mountain? Have you ever been white-water rafting?) May be edging
towards the non-communicative end of the continuum, whereas another, where
students have to interview each other about a holiday they went on, might be
nearer the communicative end.
A key to the
enhancement of communicative purpose and the desire to communicative is the
information gap. A traditional classroom exchange in which one of student asks where the library? And another student
answer it’s on Green Street, opposite the
bank when they can both see it and both know the answer, is not much like
real communication. If, however, the first students have map which does not
have the library shown on it, while the other student has a different map with library written on the correct building
– but which the first student cannot see – then there is a gap between the
knowledge which the two participants have. In order for the first student to
locate the library on their map, that information gap needs to be closed.
CLT, therefore, with
its different strands of what to teach (utterance as well as sentences
functions as well as grammar) and how to teach it (meaning-focused
communicative task as well as more the traditional study techniques), has
become a generalized ‘umbrella’ terms to describe learning sequences which aim
to improve the students’ ability to communicative. This is in stark contrast to
teaching which is aimed more at learning bits of language just because they exist-
without focusing on their use in communication.
However, CLT has come
under attack for being prejudiced in favour in native-speaker teachers by
demanding by relatively uncontrolled range of language use on the part of the
student, and thus expecting the teacher to be able to respond to any and every
language problem which may come up (Medgyes 1992). In promoting a methodology
which is based around group – and pair work, with teacher intervention kept to
a minimum during, say, a role-play, CLT may also offend against educational
traditions which rely on a more teacher-centered approach. 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. Perhaps there is a
danger in ‘a general over-emphasis on performance at the expense of progress’
(Wicksteed 1998:3). Finally, some commentators suggest that many so-called
communicative activities are no more or less real than traditional exercises.
Getting people to write a letter, buy an airline tickets, find out train times
( Prabhu 2003), or go and look something up ( Allwrigh, 2003), is just as
contrived as many more traditional exercises, and does not, in fact, arise from
any genuine communicative purpose.
Despite these reservations,
however, the communicative approach has left an indelible mark on teaching and
learning, resulting in the use of communicative activities in classrooms all
over the world.
2.4
Reviewing the Techniques and the Materials
There may be aspects of
CTL that can find appealing. This review has been provided in the event to try
to use any of the techniques or materials associated with CLT.
2.4.1
Authentic materials
To overcome the typical
problem that students can not transfer what they learn in the classroom to the
outside world and expose students to natural language in a variety of
situations, adherents of CLT advocate the use of language materials authentic
to native speaker of the target language. In this lesson the teacher uses a
real newspaper article. He or she also assigns the students homework, requiring
that they listen to a live radio or television broadcast.
Of course, the class
that observed was at high intermediate level of proficiency, for students with
lower proficiency in the target language, it may not be possible to use language
materials such as these. More accessible materials (for example, the use of
weather forecast when working on predictions), or at least ones that are
realistic, are most desirable. With a lower level class it is possible to use
realia that do not contain a lot of language, but about which a lot of
discussion could be generated. Menus in the target language are an example;
timetable or another.
2.4.2 Picture
Narrating
This activity is based on several sequential
pictures. Students are asked to tell the story taking place in the sequential
pictures by paying attention to the criteria provided by the teacher as a
rubric. Rubrics can include the vocabulary or structures they need to use while
narrating.
2.4.3
Language Games
Games are used
frequently in CLT. They students find them enjoyable, and if they are properly
design, they give students valuable communicative practice. Morrow’s three
feature, of communicative activities were manifested in the card game the
observed in following way: an information gap existed because the speaker did
not know what her classmate was going to do following weekend. The speaker had
a choice as to what she or he would predict (which sport) or how she or he
would predict it (which form would take). The speaker received feedback from
the members of the group. If her or his prediction was incomprehensible, then
none of the members of the group would respond. If she or hen meaningful
response, she or he could presume her or his prediction was understood.
2.4.4
Picture Strip Story
Many activities can be
done with picture strip stories. A way that suggested is one in the discussion
of creambled sentences.
In the activities that
observed, one student in small group was given a strip story. She showed the
first pictures of the story to the other members of her group and asked them to
predict what the second picture would look like. An information gap existed—the
students in the group did not know what the pictures contained. They had a
choice as to what their prediction would be and how they would word it. 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.
The activity just
described is an example of using a problem-solving task as a communicative
technique. Problem-solving task work well in CTL because they usually include
the three features of communication. What’s more, they can be structured so
that students share information’s or work together to arrive at a solution.
This gives students practice in negotiating meaning.
2.4.5
Role Play
Role plays are very
important in CLT because they give students an opportunity to practice
communicating in different social context and in different social roles. Role
play can be set up so that they are very
structured (for example, the teacher tells the students who they are and what
they should say) or in less structured way (for example, the teacher tells
students who they are, what the situation is, and what they are talking about,
but the students determine what they will say). The latter is more in keeping
with CLT, of course, because it gives the students more of a choice. Notice
that role plays structured like this also provides information gaps since
students cannot be sure (as with most forms of communication) what the other
person or people will say (there is a natural unpredictability). Students also
receive feedback on whether or not they have effectively communicated.
2.4.6
Discussion
A discussion can be held for
various reasons. The students may aim to arrive at a conclusion, share ideas
about an event, or find solutions in their discussion groups. Before the
discussion, it is essential that the purpose of the discussion activity is set
by the teacher. In this way, the discussion points are relevant to this
purpose, so that students do not spend their time chatting with each other
about irrelevant things. For example, students can become involved in
agree/disagree discussions. In this type of discussions, the teacher can form
groups of students, preferably 4 or 5 in each group, and provide controversial
sentences like “people learn best when they read vs. people learn best when
they travel”.
2.5 Previous Study
There are some literature that researcher found related with this study. That literature can
support the researcher to conduct the strategy will be used. The previous study
as follows:
By
Yusman (2008) State University of Malang, “Improving
Student’s Speaking Using Communicative Language Teaching at second grade SMPN 1
PAGAK”. The study indicated that Communicative Language Teaching can
improve students speaking and student’s English achievement, especially in
speaking subject.
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